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CONSTRUCTIVE 
WORK 



ITS RELATION TO NUMBER, LITERA- 
TURE, HISTORY AND NATURE WORK 



Br 

EDWARD F. WORST 

Principal of the Yale Practice School, Chicago Noruial 

ASSISTED BT 

HARRIETTE BARBER 

MARIAN SEYMOUR 



Revised and Enlarged Edition — 325 Illustrations 



CHICAGO 

A. W. MUMFORD AND COMPANY, Publishers 

373 Wabash Avenue 

1905 



/ ._ 



LIBRARY of :;ONGH£SS 
Two Cooiei. HiHAtivcj 

JUN 26 1905 
cop> 'a. 



Copyright igoo 
7?V Edward F. Worst 



Copyright 1905 
fir Edward E. Worst 



J ( ^^/ 



INTRODUCTION. 



The science of Number in the primary grades, until some- 
what recently, has been much less useful as an educational 
agency than it should have been. 

Consisting mainly of formal combinations of numbers, 
without apparent reasons for presenting them to the chil- 
dren, it has failed to give that high degree of mental disci- 
pline which, when properly presented, it is so well calculated 
to afford. 

A new era has dawned upon the science of Number in the 
primary grades ; a stepping stone to formal work has been 
discovered, so carefully graded that the child can follow it 
with interest and pleasure. Constructive number work, 
when properly taught, affords the finest mental discipline of 
any study in the primary grades. It gives quickness of per- 
ception, the power of concentration and an intellectual grasp 
that can be acquired in no other branch of study. The 
author has tried to make this work not only simple, pro- 
gressive and practical, but has tried to adapt it to the wants 
of those who believe that constructive number should be 
laught in connection with the other branches of work. Great 
care has been taken to make all dictations so simple that the 
youngest child can follow them. The gradation of the work 
will be found one of the most distinctive and valuable 
features. 

Pupils upon entering school are given only formal fold- 
ings. Gradually the work with the ruler is introduced, 
using inches at first and working into halves, quarters and 
eighths. A variety of dictations is given. In this manner 
tiresome monotony is avoided and the work is rendered in- 



tercsting and attractive. Teachers will find many com- 
binations of numbers in every dictation. The questions 
g-iven in the first dictations are only suggestive of what 
may be brought out b}" the teacher. 

The object of this work is to teach the child to think 
as well as make ; to develop mind as well as ability to 
construct. 

It is hoped this work may aid teachers in their arduous 
labors and become a favorite with the little children of 
our common schools. 

I have been greatly aided in carrying out the details of 
this plan of work by Miss Harriett Barber and Miss 
Marian Seymour, primary teachers in Yale Practice 
School, Chicago Normal. 

The work on the hygrometer was arranged by Mr. 
Jackman several years ago, and is used in this book with 
his permission. 




FOLDED SERIES OF MODELS. 



In this series of models we have given twenty exercises 
in folding. This number may be greatly increased by add- 
ing to the five simple formal foldings. 

It will be observed that in all the folding exercises squares 
or oblongs of the desired size are placed into the hands 
of the children, thus avoiding at first any measuring on 
their part. 

The object of these exercises is not only to give the 
child the manual training and the thought that he must 
work accurately, but to familiarize him with the terms right 
and left, and to give him repeated drill in the counting to 
sixteen, not only counting, but in short give him as many 
of the combinations to sixteen as possible. 

For illustration of the number work see exercises i 
and 3. 

In all this folded series the teacher works before the 
pupils, each step being taken at the time the dictation is 
given. 

The only material necessary for this work is paper, a 
pair of scissors, paste and a splint used as a brush for past- 
ing. 

Gum tragacanth, which may be purchased at any drug- 
store, makes a very cheap and good paste for a light quality 
of paper. Use a teaspoonful to a half cup of water. Allow 
it to soak from eight to ten hours before using. 

A good flour paste for heavier paper is made by boiling 
the flour and adding just a little glue and alum. 



EXERCISE L 

Square Seed Box, 

Made in connection with nature study. 

.Material : Six inch square of paper. 

Dictation : Hold your paper up in front of you. What 
shape is it? How many corners has it? What kind of 
corners? (Square.) Find the two upper corners; the right 
upper corner ; the left upper corner. 

Find the two lower corners ; the right lower corner ; the 
left lower corner. 




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How many edges has the square? What can you say of 
their length? Find the upper edge ; lower; left; right. 
Hold the square by right and left edges. 



Fold paper so these edges exactly meet. Crease. What 
is the shape of your paper (11.) ? How many corners has 
it? What kind of corners? How many sides? Are the 
sides of the oblong equal? Open the paper (III.). 

How many oblongs are there in the opened paper? What 
part of the square is each oblong? Find the crease made 
by folding. Fold the right edge of the paper over to the 
crease; the left edge. Unfold the paper. How many 
oblongs are there now (IV.) ? 

What part of the square is each oblong? 

Hold the paper so the creases run from right to left. 
Repeat previous dictation. Unfold. Into what is the paper 
divided (V.) ? 

How many squares? 

How many rows of squares? How many squares in a 
row? 

Find the upper right square. Cut along its lower edge 
with the scissors (a). Cut along lower edge of upper left 
square. Find lower right square. Cut along its upper edge. 
Cut along upper edge of lower left square. 

Fold into box form and paste corner squares on the 
inside. 

Repeat this exercise and use second box for a cover of 
first. Cut a triangular piece out of right and left sides, 
thus allowing places where the box may be held while 
removing the cover. 



EXERCISE IL 

Seed Envelopes, 

Made in connection with nature study. 

Material : Nine inch square of paper. 

Dictation : Hold paper by two opposite corners. Fold 
these corners together (VI.). Hold triangle by two 
sharp corners with square corner pointing upward. By 



folding sharp corners together find center of lower edge 
Fold right corner to center; left. Paste. 

Separate square corners. Turn inner square corner 
downward to center of lower edge. Crease. Paste. 




EXERCISE III. 

Table. 

Made in connection with the story of the Three Bears. 

Material : Paper 9 inches by 6. 

Dictation : Hold paper with long edges at right and left. 
Fold right and left edges together. Of what shape is it ? 
(Oblong). How many corners has it? What kind of cor- 




ners? (Square). Unfold. Each oblong is what part of 
the whole piece? Fold right edge to middle crease. Un- 
fold. How many oblongs are there now? How many 
more in right half than left? Fold left edge to middle 
crease. Unfold. How many oblongs in all? 

Hold paper with short edges at right and left. Fold right 
and left edges together. How many oblongs do you see? 
How many do you think are on the other side? Unfold and 
count the number of oblongs in all. 

Fold right edge to crease. Unfold. How many oblongs 
in right half? How many in a row? How many in the two 
rows? How many more in right half than in the left? 



Fold left edge to middle crease. How many oblongs do you 
see on the left? How many more on the right? Unfold 
iett. How many oblongs on the left? How many more on 
^he rig-ht? 

How many on both sides ? How many oblongs in a row ? 
In two rows ? In three rows ? In four rows ? 

Cut out corner oblongs (VIL). 

Find right crease (a). 











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Fold right edge (b) to right crease. Unfold and cut oft 
oblong thus formed. Repeat dictation for left side. Turn 
outer oblongs down. Make cuts in top oblong showing 
width of legs. 

Find crease (d) (VIIL). 

Fold top edge (c) to (d). Unfold and cut along crease 
just formed. Fold edge just formed to crease (d) again. 
Unfold and cut along crease. 

In the following dictations no questions will be asked, as 
the line of questioning has been fully suggested in the first 
and third dictations. 



EXERCISE IV. 

The Three Chairs. 

Made in connection with the story of the Three Bears. 
Material : The big chair, paper, 9 by 6 inches ; the mid 
die-sized chair, 6 by 4J ; the little chair, 44 by 3. 



Dictation : Hold paper with long edges at right and left. 
Fold right and left edges together. Unfold. Fold right 
edge to crease ; left. Unfold. 




Hold paper with short edges at right and left. Fold right 
and left edges together. Unfold. Fold right edge to crease. 
Unfold. 

Cut out corner oblongs (IX.). Hold paper with long 
oblongs at the top. Find lowest crease on paper. Fold 



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lower edge to this crease. Cut ofif oblong thus formed (X.). 
Turn upper oblongs toward you, and right, left and lower 
oblongs from you. 

The chair is now formed. On the side oblongs cut the 
lei^s as legs of table, and finish back in any manner desired. 



10 



EXERCISE V- 

The Three Beds, 

Made in connection with the story of the Three Bears. 

Material : For the big bed, paper 9 inches by 6 ; middle- 
sized bed, 6 by 4^; little bed, 4J by 3. 

Dictation : Hold oblong with long edges at right and 
left. Fold right and left edges together. Unfold. FinJ 




crease. Fold right edge to crease; left. Unfold. Hold 
paper with short edges at right and left. Repeat dictation. 
Cut out corner oblongs. Hold paper with long edges at 
right and left. 



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Find lowest crease. Fold lower edge to this crease. Cut 
off oblong thus formed (XL). Turn upper and lower ob- 
longs toward you, right and left from you. Cut legs on the 
sides as legs of table, and finish head and foot as desired. 



11 



EXERCISE VL 

Basket. 

Made in connection with the story of Little Red Riding 
Hood. 

Material — Paper, 8 inches by 4. 

Dictation — Hold paper with long edges at right and left. 




Fold right and left edges together. Unfold. Fold right 
edge to crease ; left. Unfold. 

Hold paper with short edges at right and left. Fold right 
and left edges together. Unfold. 

Fold right edge to crease. Unfold. Find right hand 
crease. Fold right edge to this crease. Unfold. Repeat 
dictation for left side. 

Hold paper with long edges at right and left. Find 



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upper right square. Cut along its lower edge ; along lower 
edgQ of upper left square. Cut along the upper edges of 
lower right and left squares. 



12 



Turn outer rows of squares and obloni^s upward and 
paste corner squares on the inside. Cut handle of any de- 
sired width and length ; paste the ends to the centers of 
the long sides. For exercise in number see model 3. 



Sled. 



EXERCISE VIL 



Material — Paper, 6 inches by 9. 

Dictation — Hold paper with long edges at right and left. 
Fold right and left edges together. Unfold. Fold right 




edge to crease ; left. Hold paper with short edges at right 
and left. Fold right and left edges together. Unfold. Fold 
right edge to crease ; left. Unfold. Find right-hand crease. 
Fold right edge to this crease. Unfold. 

Hold paper with small oblongs at the top. Find two 
middle oblongs in top row. Cut them out. Find two mid- 



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die oblongs in bottom row. Cut them out. Find upper 
right oblong. Find its upper left corner. Find second ob- 
long from the top in right-hand row. 



13 



Find its lower right corner. Cut in a straight Hne from 
this corner to the upper left corner of the upper right 
oblong. 

Find the lower right oblong. Cut from its lower right 
corner to its upper left corner. 

Repeat dictation for left side. Fold down sides and sled 
is complete. For exercises in number see model 3. 



EXERCISE VIIL 

Soldier Cap. 

Material — Paper, i8 inches by 12. 

Dictation — Hold paper with short edges at right and 
left. Fold right and left edges together. Hold paper with 
creased edge at top. Fold right and left edges together. 
Unfold. 

Find crease thus formed. Fold right half of upper edge 
to this crease; left half (XV.). 

Fold front oblong at bottom upward along front edge 





of triangle ; . back oblong upward along back edge of tri- 
angle (XVI.). 

Fold corners at a down, one over the other; at b 
(XVH.). 

Hold paper by middle points (c) of lower edges. Pull 
apart until square is formed (XVHL). Fold lower corners 
(d) upward and outward to upper corner of cap (e). 

Spread at the bottom to fit the head. 



14 



EXERCISE IX. 
Boat, 

Material — Paper, 6 inches by 9. 

Dictation — Fold soldier cap. Fold back and front points 
of soldier cap together. The paper is now square. Hold 
paper with corner which was apex of soldier cap at top. 




Separate lower corners of paper. Turn them upward and 
outward to upper corner. The paper is now a triangle. 
Hold triangle so that you are looking down upon the apex. 
Find two inner corners at top. Pull them apart to the right 
and left as far as they will go. 



EXERCISE X. 

Formal Folding. [No. 1.) 

Done in connection with decorative drawinof. 

Material — In each case a 4-inch square of colored paper. 

Dictation (with questions showing possible number 
work) — What is the shape of your paper? How many 
edges has it? What can you say of their length? 

How many corners? 

What kind of corners? 

Hold paper by two opposite corners. Fold those cor- 
ners together. 

What is the shape of your paper now? How many 
edges has a triangle? 

Has it more or less than a square? 

How many more has a square? What kind of corners 
has the triangle? How many? How many more has the 
square? 

15 



Unfold the paper. What part of the square is each 
triangle? Hold paper by corners at ends of crease. 

Fold these corners together. Unfold. How many tri- 
angles are there now? How many times the number of 
triangles there were before? What part of the square is 
each triangle? 

Find center of square. Fold upper right corner to cen- 
ter. How many corners has your paper now (XIX.) ? How 
many more than a square? How many more than a tri- 



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angle? How many square corners has it? Fold the lower 
left corner to the center (XX.). How many edges has your 
paper now? 

How many more than a square? How many times the 
number a triangle has? How many corners? 



16 



How many square corners ? Fold the other two corners 
to the center (XXL). 

How many triangles can you see? 

What part of the square is each triangle? 

Reverse paper so that closed side is next to you (XXH.). 
How many squares can you see? What part of the whole 
is each square? Find center of paper. Fold each corner 
inward to the center (XXHL). Reverse paper so you are 
looking at four squares whose loose corners meet at center 
of paper. Lift loose corner of upper right square. Fold it 
back to upper right corner of paper. How many triangles 
can you see? How many squares? How many more 
squares than triangles? Fold other corners in same man- 
ner (XXIV.). No. I is the completed folding. 

Formal Folding. {No. 2.) 

Fold No. I. Fold inner edge of upper right triangle. 
Fold upper right corner of this triangle to middle of inner 
edge. Treat other three triangles in the same manner. 

Formal Folding, {No. 3.) 

Fold No. 2. Fold a, b, c, and d (No. 2) inward. 

formal Folding, {No. 4.) 

Fold No. 3. Turn e, f, g and h under toward their re- 
spective corners, folding on the creases already made. 

Formal Folding. {No. 5.) 

Fold No. I. Turn each corner inward to center again. 
Find creases made by folding. Turn the corners back to 
the creases. 

Formal Folding. {No. 6.) 

Fold No. 5. Turn 1, m, n, o upward and backward to- 
ward their respective corners, folding upon original creases. 

There is an almost endless number of paper foldings, of 
which the foregoing are merely suggestions. 

17 




EXERQSE XL 
Folding Basket. 

Made for the first of May. 
Material — Five of one kind of for- 
mal folding. 

Dictation — The back of each fold- 
ing is composed of four triangles meet- 
ing in the center. Take one folding 
and unfold three of the triangles on 
the back. Paste the smooth side of 
one of these triangles upon one of the triangles on bottom. 

In the same manner unfold and paste upon the bottom 
the three remaining foldings. 

Then paste one upon the other the triangles which ex- 
tend at the sides. 

Cut two long, slender handles. 

Paste one upon the right and left sides of the basket. 
Paste the other upon the front and back sides. Where 
they cross each other at the top paste them together. 







EXERCISE XII. 

Square Prism, 

Made in connection with drawing. 

Material — A 9-inch square of drawing paper. 

Dictation — Fold right and left edges of square together ; 



18 



unfold. Find crease. Fold right edge to crease ; left edge ; 
unfold. Fold upper and lower edges together; unfold. 
Fold upper edge to crease; lower edge; unfold. 

Find upper row of squares. Cut these squares apart 
along the dividing creases. Cut the squares in the lowest 
row apart. 

Find the right-hand square in the upper row. Lay it 
upon the second from the right; lay them both upon the 
third ; lay all three upon the fourth. Paste. 

Paste the squares in the lowest row in the same manner. 



EXERCISE XIIL 

Cube, 

Made in connection with drawing. 
Material — A 9-inch square of drawing paper. 
Dictation — First fold large square into sixteen small 
squares. (See square prism.) Cut off one row of squares. 




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Hold paper by short edges. Cut squares apart in upper and 
lower rows. (See square prism.) 

Fold divided squares one upon the other. (See square 
prism.) 



19 



EXERCISE XIV. 

Triangular Prism. 

Made in connection with drawing. 
Material — A 9-inch square of drawing paper. 
Dictation — Fold large square into sixteen small squares. 
(See square prism.) 




Cut out the two right-hand squares in the upper row; 
in the lower row. 

Cut out the first upper left square ; the first lower left 
square. 

Paste back of two right-hand squares (i and 2) upon 
front of two left-hand squares (3 and 4). Fold two remain- 
ing squares (5 and 6) against open triangular spaces. Cut 
ofif the tops of these squares so they are even with the tops 





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of the spaces. Find the middle of the upper edge of each 
square by folding the upper corners together. Then fold 
the upper corners of each square inward so that the creases 
run from the lower corners to the middle of the upper edge. 
Paste the triangles thus formed on the inside of the trian- 
gular prism. 

20 



EXERCISE XV. 

Pyramid. 

Made in connection with drawing. 

Material — Square of drawing paper. 

Dictation — Fold large square into sixteen small squares. 
(See square prism.) 

Find two middle squares in top row. Find dividing 
crease. Cut them apart along dividing crease. In the same 
manner separate the middle squares on the other three sides. 

Hold paper by two opposite corners. Find top square. 
Find its lowest corner. Fold lowest corner of entire paper 
to lowest corner of top square. 




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Unfold. Fold each corner of the paper in the same 
manner. 

Hold paper by two opposite sides. 

Find cut on right side. Find left end of this cut. Fold 
paper so that crease runs from left end of cut to upper right 
corner. 

Find cut on upper side of paper. 

Find lower end of cut. Fold so that crease runs from 
lower end of cut to upper right corner. Fold other cor' 
ners to correspond with upper right coiner. 

Bring corners together and paste flaps on the outside. 



21 



EXERCISE XVI. 

Closed Seed Box. 

Made in connection with nature work. 

Material — Square of drawing paper. 

Dictation — Hold paper by two opposite corners. Fold 
right and left corners together; upper and lower. Unfold. 

Fold each of the four corners to the center. Unfold. 
Find upper corner. 

Find first crease below upper corner. 





Fold upper corner to middle of first crease. Unfold. 
Find lowest crease upon paper. Fold upper corner to mid- 
dle of lowest crease. Unfold. 

Fold right, left and lower corners in the same manner. 

Find upper corner. Find second triangle from upper 
corner on right side (a). Cut it out. Find third triangle 
(b). Cut it out. Cut out corresponding triangles (c, d) on 
the left side. 

Beginning at the lower corner repeat above dictation. 

Find two triangles at upper corner (e, f). Find lower 
edge of right-hand triangle (f). With scissors make hole 
in middle of this edge; in middle of lower edge of left- 
hand triangle (e). 

Cut from one hole into the other. 

Find two triangles at lower corner. 

Find upper edge of right triangle (h). 

Make hole in middle of upper edge. 



22 



Cut from right end of upper edge to hole. Fold corner 
thus made to left end of upper edge of right triangle. 

Cut and fold left triangle (g) to correspond. 

Make right corner of entire square correspond with up- 
per corner. Make left correspond with lower corner. 

Pass lower corner through slit in upper corner and un- 
fold. 

Pass left corner through slit in right corner and unfold. 

SERIES 11. 
EXERCISE XVn. 

First Measuring Exercise. 

We now come to the use of the ruler. If possible, secure 
rulers that have only the whole inches marked. If these 
cannot be had by all means do not take one with smaller 
divisions than quarters, for these divisions are very con- 
fusing to the child. 

Strips of heavy bristol board one inch wide and the 
desired length make very good rulers for beginners. By 
using these the teacher may mark them to suit herself and 
thus have several sets, one marked in whole inches, another 
in wholes and halves, and still another marked in wholes, 
halves and quarters. 

These may be placed in the hands of the children as 
they progress in the work. 

The first exercise with the ruler is nothing more than 
the drawing of lines ; as, for example, draw four lines each 
two inches long, four more each three inches, four more 
each four inches, and so on up to six. 

How many of the two-inch lines may be made of the 
six-inch line? Of the four-inch Hne? Of the three-inch 
line? How many of the three-inch lines may be made of 
the six-inch line? The six-inch line is how much longer 
than the four-inch Hne? This questioning may be carried 
on. 

23 



To Make a Square Corner. 

In order to draw a perfect square or oblong the child 
must be taught to draw a perfect corner. 

To do this draw a straight line half way across your 
paper from front to back. Place left end of ruler upon this 
line with back left corner of ruler touching back end of line. 
Draw from the end of this line along the back edge of the 
ruler. 

Drawing Showing Position of Ruler. 

Give practice with this exercise, letting the given line 
run in various directions. 

It will be observed that we come to the terms "front" 
and "back" edges. The edge of the paper directly in front 
or the edge nearest the front edge of the desk is called the 
"front edge." The opposite edge is called the back edge. 

A right triangle cut of heavy straw board is very help- 
ful in the drawing of squares and oblongs. 



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Place triangle on paper and draw corner. To extend 
lines place the ruler as in first exercise and draw desired 
length. The triangle is then again placed in corner so that 
one edge coincides with line drawn and corner completed 
by drawing down the other side of triangle as shown above. 

In the next eighteen exercises nothing but the whole 
inch is used. This does not include all of the whole inch 
exercises to be found in the book, but only the more sim- 
ple ones, the more complicated inch exercises being placed 
later in the course. 

24 



Children must not be forced Into models that are beyond 
them. 

The plan of the work is to carry, as far as possible, the 
square and cubic measurements in connection with the 
linear. 

EXERCISE XVIIL 

Paper Chain, 

For decorating the schoolroom. 

Material — Drawing paper, 9x12 inches. 

Dictation — Place paper on desk with long edges at front 
and back. Place ruler on back edge of paper, left end coin- 
ciding with left edge of paper. Place dot at i-inch mark, 
at 2, 3, 4, 5, 6, 7, 8, 9, 10 and ii-inch marks. 

In the same manner place dots on front edge. 

Connect opposite dots by straight lines. Cut along these 
lines, making twelve ,i-inch strips. 

Fold the ends of each strip together. Crease. Cut 
along the crease, thus dividing each strip in half. 

Take one strip ; paste one end over the other, making a 
ring. 

Pass the next strip through this ring, pasting the ends 
in the same manner. 

Proceed in this way until all the strips have been used. 




EXERCISE XIX, 

Paste Trays. 

Made in connection with construction work. 
Material — Heavy drawing paper. 

Dictation — Draw and cut out 2-inch squares, 3, 4, 5 and 
6-inch squares. Pinch edges of corners together. Do not 

^5 



destroy these trays nor throw into the waste basket, btii 
send tlieni to the various upper grades to be used. 

Children will always take more interest and will make 
better what they know is to be put to some use. 

Do not fail to get a lesson in comparison from this exer- 
cise. 




EXERCISE XX. 
Color Exercise. 

Material : Four shades of colored paper. 

Dictation: Draw and cut out 4-inch, 3-inch, 2-inch and 

l-inch squares. 

Arrange and paste according to shades. 



EXERCISE XXI. 

Postage Stamp Holder. 

Made in connection with Christmas work. 

]\laterial : Colored kindergarten paper. 

Dictation : Draw and cut out 5-inch square. 

For folding see dictation for seed envelope, Exercise 11. 



EXERCISE XXIL 

Cornucopia. 

Made in connection with Christmas work. 
Material : A light quality of bristol board. 
Dictation : Draw and cut out 7-inch square. 
Fold and paste in shape of cornucopia. Suspend 
by a cord. Used for scraps of paper. 

2G 




EXERCISE XXIIL 

Made in connection with science work. Use various 
sized squares of bristol board for mounting autumn leaves. 




Select those of a size, cut sHts in corners and with rib- 
bon string so that one hangs just above the other. 
In this way six or eight may be strung together. 



EXERCISE XXIV- 

Made in connection with science work. Use various 
sized oblongs for mounting specimens of seeds carried by 








the wind, and by animals such as burrs of various kinds. 

Hang these as were the squares on which the leaves 
were mounted. 



Mat, 



EXERCISE XXV- 



Made as a gift. 

Material: A 9-inch square of paper; an oblong piece 
9x7 inches. 

27 



Dictation : Lay square upon desk. Find back right 
corner. One inch from this corner on riglit edge place a 
.dot. Find back left corner. One inch from this corner on 
left edge place a dot. Connect these dots by a straight line. 

In the same manner draw a line one inch from the front 
edge of the paper. 

Place ruler on the first line drawn so left end of ruler 
coincides with left edge of paper. Place a dot on the line 
at the i-inch mark ; at the 2, 3, 4, 5, 6, 7 and 8 inch marks. 

In the same manner place dots i inch apart on the other 
line which has been drawn. 




Connect opposite dots by straight lines. 

Cut along the above lines with scissors. 

Place oblong paper on desk with short edges at front 
and back. 

Place ruler along back edge of paper with left end of 
ruler coinciding with left edge of paper. 



Place dot at the i-inch mark ; at the 2, 3, 4, 5 and 6 inch 
marks. 

In the same manner place dots on the front edge of 
paper. 

Connect opposite dots by straight lines. Cut along 
these lines, making seven i-inch strips. 

Weave the first strip through openings in the square, 
first under and then over the strips in it, alternately. Weave 
the next strip over and then under and so on until the seven 
strips are woven in. 

When the weaving is complete, draw the ends of the 
strips all through on the same face of the mat and paste. 



EXERCISE XXVL 

Woven May Basket. 

Made for the 1 st of May. 

Material: Two oblongs of paper, contrasting colors, 12 
inches by 5. 

Dictation : Hold one oblong by the short edges. Fold 
short edges together. Crease. Lay on desk so creased edge 




is at front. Draw straight line across paper i inch from 
back edge. (See mat.) On this line place dots i inch 
apart. (See mat.) Place dots i inch apart on creased edge. 
Connect dots on line with opposite dots on crease by 
straight lines. 



29 



Cut from crease along these lines. 

Repeat the above dictation for the other oblong. 

Place one oblong upon the other, so that the cuts upon 
one are at right angles to those upon the other. Begin 
to weave at closed edge. Weave in the same manner as mat, 
only these strips being double, separate each strip, slipping 
one through the other alternately. 

When weaving is completed, insert fingers into open 
corner and spread apart into basket form. 

Cut handle of any desired width and length and paste on 
at two lower corners. 



EXERCISE XXVIL 

Thread- Winder. 

Made in connection with Christmas work. 

Material : A light quality bristol board. 

Dictation : Draw 4-inch square. One inch from back, 
right corner, along back edge, place a dot ; i inch above 
front, left corner, place a dot. Connect the two dots by 





straight line. One inch below back, right corner, place a dot : 
I inch from front, left corner, along front edge, place a dot. 
Connect the two dots by straight line. Repeat exercise 
with back, left and front, right corners Cut out 



triangles. 



30 



EXERCISE XXVIIL 

Basket, 

Made in connection with story of Red Riding Hood. 

Material : A light quality bristol board. 

Dictation : Draw an oblong 6 inches by 4 inches. Place 
oblong with 6-inch edges parallel with front edge of desk. 

Along the four edges of oblong place dots i inch apart. 
Connect corresponding dots on back and front edges by 
straight lines. Connect corresponding dots on right and 
left edges by straight lines. 

There are four rows of inch squares. 

How many inch squares in one row ? Two rows ? Three 
rows? Four rows? How many inches half-way around 
oblong? 




■ Draw a line equal to the length of the two short edges 
of the oblong. 

Draw a line equal to the length of the two long edges of 
the oblong. 

How much longer is the oblong than it is wide? 

In this exercise an attempt has been made to bring out 
the idea of square inch. Give numerous exercises of this 
kind. 

Crease back edge of front rows of inch squares. Crease 
front edge of back row of inch squares. Crease left edge 
of right row of inch squares. Crease right edge of left row 
of inch squares. 

Find back, right inch square. Cut along entire left edge 



31 



of this square. Find back, left inch square. Cut along 
entire right edge of this square. Repeat exercise with front, 
.right and left squares. Fold into basket form and paste 
inch squares on inside of basket. Draw and cut out an 
oblong 6 inches by 1-2 inch. Paste ends of oblong on center 
of sides of basket. 



EXERCISE XXIX. 
Seed Box, 

Made in connection with science work. 

Material : A light quality bristol board. 

Dictation : Draw 5-inch square. 




Repeat dictation as given for Basket (Ex. 28). 
Make cover for box by repeating whole dictation. 



EXERCISE XXX, 

Eight Cubic Inch Box. 

Material : Ordinary drawing paper. 

Made in connection with the study of soils. 

Draw a 6-inch square and place points on right and leti 
edges, front and back two inches from corners. Connect 
dots by straight lines. 

Cut along front edges of squares in back corners and 
along back edges of squares in front corners. 

Crease, fold and paste. 



32 



One Cubic Inch Box, 

In making the "One Cubic Inch Box," draw a 3-inch 
square and place points i inch from corners. 

The i-inch box is made in connection with the 8-inch 




box, so that the soil may be measured by the cubic inch. 
Eight of the small boxes may be made to fit in the large one. 



EXERCISE XXXL 

May or Christmas Basket. 

Draw a 5-inch square. 

Instead of pasting flaps on inside, as in Ex. 29, turn 
outward and tie at corners, as shown in completed drawing 
Cut handle 7 inches by 1-2 inch. 




What is the distance half-way around this square? 
What is the distance around the square? (Perimeter oj 
square.) 



3.^ 



How long is the basket when finished ? 

How much longer is the working drawing of the bas- 
ket than the completed basket? 

How many square inches in the bottom of the basket? 

Make the working drawing for a basket that shall be 
two inches square when completed and one inch deep. 



EXERCISE XXXIL 

Circle'Maker. 

Made and used in connection with constructive work. 

Material : Straw board. 

Dictation : Draw oblong 7 inches by i inch. Place 
oblong with 7-inch edges parallel with front edge of desk. 
Along back and front edges place dots i inch apart, be- 









xjy 


■ 




f 



ginning about 1-2 inch from left edge. Connect corre- 
sponding dots by straight lines. With scissors perforate 
first intersecting line in the center (XXV.). Place pencil 
point thru perforation. Place pin on center of one in- 
tersecting line. Use pin as pivot and swing pencil around 
it. The distance between pencil and pin is the radius of 
circle. 

In exercises with circle-maker children learn circumfer- 
ence, diameter and radius of a circle. We also find here 
another excellent exercise in comparison of circles. 



EXERCISE XXXIIL 

Color Exercise, 

Material : Three shades of colored kindergarten paper. 
Dictation : Draw and cut out 6-inch, 4-inch and 2-inch 
circles. Arrange and paste according to shades. 

34 



Children very soon learn that when asked to draw a six- 
inch circle three inches are needed on the circle-mai<er. 
Four-inch circle, two inches, etc. 




In this w^ay many of these exercises afford excellent 



drill in finding one-half of various numbers. 



EXERCISE XXXIV. 

Piti' Holder. 

Material : Manilla paper. 
Draw a 7-inch square. 
Find center by drawing diagonals. 
Inscribe a 6-inch circle. 





Bisect right and left edges of square and draw hori- 
zontal diameter. Allow small flap for paste. 

Cut semi-circle and paste into a cone shape. 

Explain thoroughly what is meant by " diagonals" and 
the term ** bisect." 



35 



In many of the following exercises circles are drawn 
within squares. 

* By doing this the circle is more accurately bisected by 
placing the rnler across points bisecting the square. 

The center of any square may be easily found by draw- 
ing just enough of the diagonals to have the lines cross. 




EXERCISE XXXV* 

Color Exercise. 

Material : Four shades colored kindergarten paper. 
Dictation : Draw and cut out a 6-inch circle, 4-inch 
square, 2-inch^ circle and i-inch square. 
Arrange and paste according to shades. 



EXERCISE XXXVL 





36 



Basket. 

Draw a 6-inch square. 

Points are placed two inches from corners and con- 
nected by straight hnes, as in Ex. 27. 

Allow for paste liaps, as shown in working drawing. 

The above exercise may be worked out by the pupils- 
Place before them the completed basket. 

If they cannot see its construction allow them to take 
it apart. 

The thread-winder will at once be recognized. 

Draw handle 8 by 1-2 inches. 

SERIES III 

In this series of models the inch and half inch have been 
used. New work is so gradually presented that no difficulty 
will be experienced. 

It is not intended that the teacher shall give the dicta- 
tions just as outlined in this little book. These are only a 
suggestion as to" what may be done along this line. 

"Time" is a very important factor to the teacher of the 
ordinary public school. It is not necessary that the teacher 
in every lesson give her time. 

The dictation may be written on the board before school 
and the pupils allowed to follow it, thus making them less 
dependent, as well as receiving the drill in reading script. 

Then, too, the working draw"ing may be placed on the 
board with the length of each line marked and the pupils 
again allowed to work independently. 

After the first steps of this work have been thoroly 
done put before the children the completed model. 

Have them examine it. 

Let a number of them go to the board and draw the 
shape as it would appear if unfolded. 

Be sure tjiat all can see the construction (take apart if 

37 



necessary), and then, without dictation, have them make 
a working drawing. 

By working in this way the child is required to pui 
forth his very best thinking powers, thus strengthening his 
abiHty to construct. 




EXERCISE XXXVIL 

Thread=WInder. 

Made in connection with Christmas work. 
Material : A light quality bristol board. 
Dictation : Draw 4-inch square. 

Repeat dictation for thread-winder as given in exercise 
27, using half inches in place of inches. 



EXERCISE XXXVTIL 

CIrcle'Maker. 

Made and used in connection with constructive work. 
Material : Straw board. 

Dictation : Draw an oblong 7 inches by 1-2 inch. Place 
oblong with 7-inch edges parallel with front edge of desk, 

\\ ■ i ■ i ■ r i ■ \ ■ \\ 



Along back and front edges of oblong place dots i inch 
apart. Connect corresponding dots by straight lines. (See 
Ex. 32.) 

38 



The dotted half inch at either end allows for the full use 
of six inches. 

The dots placed thru center mark the half inches. 



EXERCISE XXXIX. 

Paste Tray. 

Made in connection with construction work. 

Material : Drawing paper or light quality of bristol 
board. 

Dictation : Draw an oblong 4 inches by 3 inches. One- 
half inch from each corner along each edge place a dot. 

Connect the corresponding dots by straight lineSo 

Draw diagonal lines across the corners. 



\ 


/ 






/ 


\ 



Crease inside lines. Cut diagonal lines (see Ex. 31). Fold 
in shape and paste one part of square on inside, the other 
on the outside. This makes a firm corner. 

For number work see Ex. 31. 



EXERCISE XL* 

Oblong Comb Case. 

Material : Bristol board. 

Draw an oblong 8 inches by 6 inches. 

Place long edge parallel with edge of desk. 

On front edge and one and one-half inches from front 
right corner place a dot. Place a point opposite on back 
edge and connect dots by a straight line. 

Repeat dictation for opposite side. 

39 



Place dots along right and left edges one and one-halt 
inches apart and connect corresponding dots. 
. Cut away upper right and left squares. 

Crease remaining lines and cut heavy ones. 

Fold squares inside and paste to front and back of 
model. 




Number Work. 

How much longer is this working drawing than it is 
wide ? 8-6. 

One long edge is 8 inches, draw a line equal in length to 
the two long edges put together. 8+8; 8X2. 

Draw a line equal in length to the two short edges put 
together. How long is it? 6+6; 6X2. 

Draw a line equal in length to one-half the distance 
around the oblong. How long is it? 8+6. 

What is the entire distance around the oblong? 14+14; 
14X2. 

Since dots are placed i 1-2 inches from corners on front 
and back edges how long is the comb case when finished? 
8 — (i 1-2+ 1 1-2.) 

Since dots are placed i 1-2 inches apart on right and 
left edges, how many such divisions are there on each edge? 

How wide is the completed box? 

How much longer is the completed box than it is wide? 

Ask the same questions in regard to the completed box 
as were asked above, in connection with the working draw- 
ing. 

Make the w^orking drawing for a box that when finished 
shall be 4 inches long, 3 inches wide and i inch deep. 



40 



EXERCISE XLL 

Have pupils examine the model. Let a number of them 
go to the board and draw the shape as it would appear if 
unfolded. a 



Be sure that all can see the construction, and then, with- 
out dictation, have them draw tiie diagram. 

Cut, fold and tie the squares, excepting one face with 
a loop for hanging. 



EXERCISE XLIL 
Menenko*s Home. 

Roof. 

Material : Ordinary drawing paper, with the roof col- 
ored with crayon of the desired colors to give it the ap- 
pearance of straw or reeds. 

Made in connection with literature taken from "Seven 
Little Sisters." 

Within a 7-inch square inscribe a 6- inch circle. Bisect 
left and front edges. Show quarter circle and cut away. 
This forms the roof. Allow cut edges to overlap about one- 
half inch. 

Sides. 

Draw an oblong lo inches by 21-2 inches. 
On the right and left edges and one-half inch from the 
back corners place dots. 

Connect these dots by a straight line. 

41 



On the back edge of the original oblong place dots one- 
half inch apart ; connect these with dots placed on the line 
below. Cut away every other half inch square, as shown 
in the drawing. Paste in the form of a cylinder, allowing 
flaps to fold inward. Paste roof to these flaps. 

For number work see Exercise 31. 




n n n rrn mini i i i i i i 



n 



> 


\/ \ 






\ 1 




\\ 


y 



In drawing circles the diameter is always given, letting 
the child find for himself the radius or the distance required 
on circle-maker to describe the circle ; thus a 6-inch circle 
calls for 3 inches on circle-maker. 



EXERCISE XLIIL 
Weather Record, 

From the first day of shool children are expected to 
bring in the weather report as observed by rhem on their 
way to school. 

This report is kept on a sheet of bristol board in desks 
of colored paper of various shades. 

Bright yellow indicates a sunny day, while a shade 
darker indicates a fair day, and pale yellow is used to show 
the phases of the moon. 

The light drab indicates clouds, while the shade darker 
indicates rain. Small circles of white pasted on the other 



42 



colors indicates frost, while a fraction of one of the disks of 
white indicates snow. 

Small arrows of red indicate the direction of the wind 
(see page 70). 

Twenty straight lines are drawn at the left half of bristol 
board and divided into degrees. The date for each day of 
the month is placed at upper end of line. Trace with a 
colored pencil the reading of the thermometer each day, 
as shown in drawing. 

Two colored crayon pictures are made each month to 
show the changes in the landscape. 

These are pasted just below the weather record. 

The children cut the disks used in keeping the record. 

If the beginning of the day is sunny a bright yellow disk 
is pasted in the square for that day. If at noon it should 
be only fair a half disk of the darker yellow is pasted over 
this bright yellow, etc. 

At the close of each week and month questions like the 
following are asked : 

How many clear days were there this week? How 
many fair ? How^ many cloudy ? How many more clear 
days than cloudy? How many clear and rainy days to- 
gether? How many more rainy days than cloudy? 

Ask same questions for month. 

How many frosts during the month? How many de- 
grees warmer or colder is to-day than yesterday? 

Compare one week with another. 

Compare one month with another. 

How many days did the wind come from the south, 
north, east, west? 

What wind generally brings rain ? 

What wind generally brings snow? 

Observe the effect of cloudiness upon frost. 



43 



EXERCISE XLIV. 

Have pupils examine the model. 

Let a number of them go to the board and draw the 
shape as it would appear if unfolded. 




Be sure that all can see the construction and tnen, with- 
out dictation, have them draw the diagram. 

Cut, fold and tie the sides, as shown in drawing below. 



EXERCISE XLV. 

Have pupils examine the model. 

Let a number of them go to the board and draw the 
shape as it would appear if unfolded. 

Be sure that all can see the construction and then, with- 
out dictation, have them draw the diagram. 




Cut, fold and tie the sides as shown in drawing below 
For upright part of this model see Exercises 2y, 36, 37 
and 44. 



44 



EXERCISE XLVL 

Wind Mill, 

Made in connection with science work. 

Material : Heavy drawing paper. 

Dictation : Draw and cut ont 5-inch square. Connect 
by straight Hne the back, left and front right corners. Con- 
nect by straight line, the back right and front left corners. 

In this exercise children learn the diagonals of a square. 





Find center of square. Place pin of circle-maker on 
center and draw i-inch circle. 

From the four corners of square cut along the lines to 
circumference of circle. 

Turn every other point to the center and hold in place 
with a pin. 

From heavy pasteboard make an oblong 7 inches by 1-2 
inch. 

Use this oblong for handle of wind-mill. 



EXERCISE XLVIL 

Cylinder. 

Material: A light quality of bristol board. 

Dictation : Draw an oblong 6 inches by 7 inches. Cat 
out and paste 6-inch edges together. 

Draw and cut out two 2-inch circles, or place cylinder 
upright on paper and draw around to find size of ends, leav- 
ing laps on circles for pasting. 

45 



Place circles at top and bottom of cylinder, pasting laps 
on the inside. 





EXERCISE XLVIIL 

Puritan Cradle. 

Made in connection with Thanksgiving work. 

Material : A light quality of bristol board. 
/ Dictation : Draw an oblong 6 inches by 9 inches. Place 
oblong with 6-inch edges parallel with front tdgt of desk. 

Place dots 2 and 4 inches from back, right corner, along 
right edge. Repeat exercise with back, left corner. Con- 
nect corresponding dots on right and left edges by straight 




K^ — :^ 

lines ; i inch from front, right corner, along right edge, place 
a dot. Repeat exercise with front, left corner. Connect the 
two dots by a straight line. ^ 

Place dots i and 2 inches from back, right corner, along 
back edge. 

Place dots i and 2 inches from back, left corner, along 
back edge. Repeat exercise with front edge of oblong. 

Connect corresponding dots on back and front edges by 



46 



straight lines. Crease with scissors all lines on 

inside of oblong. 

From back, right corner follow right edge downward 4 
inches. Along this line cut 2 inches toward center of ob- 
long. From back, left corner, follow left edge downward 4 
inches. Along this line cut 2 inches toward center of ob.- 
long. 

From back, right corner follow right edge to first line. 
Cut along this line 2 inches. Remove oblong (2 inches by 
I inch) found in back, right corner of large oblong. 

Repeat this exercise with back, left corner. From front, 
right corner follow front edge to first line. Cut along this 
line 5 inches. From front, right corner follow right edge 
to first line. Cut along this line 2 inches. Repeat this ex- 
ercise with front, left corner. 

Fold and paste laps on inside. 

For rockers, draw oblong 3 inches by i inch. Bisect 
right and. left edges. Connect points of bisection with 
straight line. 

Remove 1-2 inch square from back, right and left cor- 
ners. 

Draw bottom of rocker. Cut along curved line. 

Paste on bottom of cradle. 

For number work see previous exercises. 



EXERCISE XLIX. 

Indian Wigwam, 

Made in connection with work on Hiawatha. 

Material : A light quality bristol board. 

Dictation : Draw a 6-inch square. 

Place pin and pencil 6 inches apart on circle-maker. 
Place pin on front, left corner of square. Place pencil on 
back, left corner of square. 



47 



Swing pencil to front, right corner, making a quarter- 
circle. Place pin and pencil 1-inch apart on circle-maker. 
Place pin on front, left corner. Place pencil on left edge and 
swing to front edge of square, making a quarter-circle. 

Draw paste flap and paste as shown in drawing. 

Cut along the circumference of both quarter circles. 





Jfn. /f'lig.'tc. I 



When thoroughly dry crease to give the appearance of 
sticks over which the paper is stretched. 
Fold tops of wigwam back. 
If decorations are desired do so before pasting. 



EXERCISE L. 

Indian Canoe. 

Material : Ordinary drawing paper streaked with 
brown Franklin crayon, as shown in completed object, to 
give it the appearance of birch bark. 

Made in connection with Indian work. 

Draw an oblong 8 by 4 inches or 4 by 2 inches for small 
size. 

On the left edge and 1-2 inch from back, left corner 
place a dot. 

Repeat for back, right corner. 

On left edge and 1-2 inch from front, left corner place 
a dot. 
- Repeat for front, right corner. 



^,8 



Using these dots as centers, describe four 3-inch circles, 
as shown in working drawing. 

Cut around outer edge and paste, as shown in completed 
object. 

For the smaller canoe take one-half the dimensions of 
the larger. 




Number Work on Canoe. 

The oblong is 8 inches on one long edge ; what is 
the length of the two lon^ edges? The two short edges? 

How much longer is the oblong than it is wide? 

The length is how many times the width? 

The width is what part of the length? 

What is the distance half-way around the oblong? What 
is the perimeter of the oblong? 

There are four 3-inch circles ; what is the length of two 
of the diameters? Of three? Of four? 

What is the radius of each circle? 

For drill in number, the above work, by the use of rub- 
ber figures, is placed on bristol board similar to the fol- 
lowing : 

8-f-8 equals — ? 8X2 equals — ? 4-I-4 equals — ? 4X2 
equals — ? 4 is what part of 8? 8-I-4 equals — ? 12-]- 12 
equals — ? 12X2 equals — ? 3X2 equals — ? 3X3 equals 
— ? 3X4 equals — ? 1-2 of 3 equals — ? 12 is 1-2 of — ? 
8 is 1-2 of — ? 4 is 1-2 of — ? I 1-2 is 1-2 of — ? 

49 



EXERCISE LI. 

Puritan Hat 

. Made in connection with Thanksgiving. 

Material : A Hght quahty of bristol board or ordinary 
drawing paper. 

Draw a 4 1-2 inch square. 

With 4^ inches, 4 inches and 2 inches on eircle-maker 
inscribe quarter circles from back, right corner, as shown 
in drawing. Draw paste flap outside of square. 

Cut around circumference of 4 1-2 inch and 2 inch quar- 
ter-circles. 

This, when pasted, forms the crown. 

Slash bottom of crown upward to circumference above. 




For top of crown place small end on paper and draw 
around. 

Draw four paste flaps, cut and paste flaps on inside. 

Draw a 2-inch circle within 4-inch circle. Cut around 
circumference of both circles. Use the circular figure for 
rim of hat. 

Fold laps on crown outward. 

Slip rim over crown and paste not only flaps to under- 
side of rim but also edges of crown. By pasting edges of 
crown at this time it may be made to exactly fit the open- 
ing of rim. Paste in top of crown. 

Cut another rim and paste beneath the first, thus giving 
the under part of the rim a more finished appearance. 

50 



EXERCISE LIL 

Napkin Ring. 

Made in connection with Thanksgiving work. 

Material : A Hght quahty of bristol board or ordinary 
drawing paper. 

Dictation : Draw and cut out an oblong 6 inches by 2 
inches. Lap ends and paste together. 




Draw and cut out two oblongs 6 inches by i-2 inch. 

Place one small oblong around outside of ring, close to 
its upper edge. Lap ends and paste. 

Place one small oblong arouncl outside of ring close to 
its lower edge. Lap short edges and paste. 




Pail. 



EXERCISE LIIL 



Made in connection with story of Jack and Jill. 
Material : A light quality bristol board. 
Dictation: Draw and cut out oblong 6 1-2 inches bv 
23^ inches. Paste short edges of oblong together. 



51 



Draw and cut out 2-inch circle with laps for pasting. 
Paste bottom on pail. 
. Draw and cut out oblong 6 inches by 1-2 inch. Paste 
handle on outside of pail. 



Pan, 



EXERCISE LIV. 



Made in connection with the Thanksgiving work and 
story, Ugly Duckling. 

Material : A light quality bristol board. 
Dictation : Draw line 4 inches long. 





On this line draw 3-inch semi-circle within 4-inch semi- 
circle. 

For bottom place rim on paper and draw around. Allow 
for paste flaps, as in Exercises 51 and 53. 



EXERCISE LV. 
The Three Bowls. 

Made in connection with story of The Three Bears, when 
told in advanced first or beginning second grades. 

Material: A light quality bristol board. 
Big Bowl, 

Dictation : Draw line 6 inches long. 

Bisect this line. On this hne draw 3-inch semi-circle 
within 6-inch semi-circle, as in Exercise 54. Cut along 
circumferences of semi-circles. 

Paste together straight edges. Get size of circle for 
bottom by drawing around inside of bowl. Draw four laps 

52 



on small circle, 
of bowl. 



Cut out and paste with laps on inside 




Middle=sized Bowl, 

Use 5-inch line and 3-inch semi-circle within 5-inch 
semi-circle. 
Little Bowl, 

Use 4-inch line and 2-inch semi-circle within 4-inch 
semi-circle. 



EXERCISE LVL 

Eskimo Sledge. 

Made in connection with Eskimo work. 

Material : Heavy quality bristol board. 

Dictation : Draw an oblong 6 inches by 9 inches. 

Place oblong with 6-inch edge parallel w'th front edge 
of desk. One inch from either corner along back edge 
place a dot ; i inch from either corner along front edge 
place a dot. Connect corresponding dots by straight lines. 
Along these lines, within the oblong, place dots 3 inches 
from front edge. 

Connect these dots by a straight line. Along same 
Hues within oblong place dots 2}^ inches from back edge. 
Connect these dots by a straight line. 

There is now in the front an oblong 4 in. by 3 in., whose 
front edge is formed by front edge of large oblong. 

Along back edge of thfs oblong, 1-2 inch from either 
corner, place a dot. Repeat with front edge. Connect cor- 
responding dots with straight line. 

Find front, right corner of large oblong. Two inches 
from this corner, along right edge, place a dot. 

53 



Find front, right corner and follow front edge to first 
line. Two inches from front edge, along this line, place a 
dot. Connect the two dots by a straight line. Repeat exer- 
cise with front, left corner. 

; Find back, right corner of oblong 21-2 inches from 
this corner ; along right edge place a dot. Find dot i inch 
from back, right corner, along back edge. Connect these 
two dots by a straight line. Repeat this exercise with back, 
left corner Cut out the triangles found in back right 
and left corners of oblong. Cut out small oblong (2 1-2 
inches by 4 inches), whose back edge is formed by back 
edge of large oblong. Cut out smaller oblong (3 inches by 




/ 




\ 



















4 inches), whose front edge is formed by front edge of large 
oblong. Find front, right corner of oblong and follow front 
edge to first line. Cut along entire length of line. From 
front, right corner follow right edge to first line and cut 
along line, removing small oblong. Repeat exercise with 
front, left corner. . 

Fold runners of sledge downward. 

Fold back of sledge upward and lace together. Fasten 
card to right and left sides of seat. 

For number work see Exercise 50. 



54 



EXERCISE LVn* 

Bill Holder, 

Material: Bristol board. 

Draw an oblong ii 1-2 inches by 8 1-2 inches. 
Place dots and connect by straight lines, as shown in 
drawing. Cut as shown in drawing. 








'^eius N 


\ 


-1 


\ 


S 


















(P'^'UUc 



Length of lines marked on drawing are for full size model. 



EXERCISE LVIIL 

Triangular Pyramid WathPocket, 

Material : Light quality of bristol board ordinary draw- 
ing paper or mimeograph paper. 

Made for the purpose of teaching the equilateral triangle. 

Present model and then unfold to show that all sides 
and the large triangle of which they are composed are 
equilateral triangles. 

Draw a line 6 inches long. 

With the circle-maker and a distance equal to the line 
just drawn draw arcs from ends of line, as shown in the 



5B 



tigure. Flace ruler from end of line to the point where the 
arcs intersect. Draw Hne. 

Bisect all edges of the completed triangle. Join all ad- 







jacent points. Draw small flap for paste. Crease lines to 
be folded with back edge of scissors. 

Draw a number of equilateral triangles of various sizes. 





EXERCISE LIX. 

Paper Weight. 

One Half Size. 

This is one of the early exercises in the construction of 

equilateral triangles. See Exercise 58. 

Paste as in Ex. 58 first. 

Put in a handful of pebbles and then paste top down. 



56 



EXERCISE LX, 

Toothpick Holder. 

Material: Light quality of bristol board, ordinary draw- 
ing paper or mimeograph paper. 

See Exercise 58. Paste or tie corners. 




Allow angles to curve outward at top. 



EXERCISE LXL 

Cnrd Receiver or Fruit Baslcet. 

Material : Colored bristol board. 
Draw an 8-inch square. Bisect each edge. 
Draw part of diagonals to find center. From center 
inscribe a 4-inch circle within a 6-inch circle. 

Place points in circumference of large circle just oppo- 





site the points of bisection. By using the circle* maker and 
with a distance equal to the radius of large circle, draw arcs 
across the circumference above and below, to the right and 
left of the four points in circumference. This divides the 



57 



circumference of large circle, counting the four points first 
placed, into twelve parts. With these twelve points as 
centers and a radius equal to i inch inscribe circles. Cut 
around the outer edge of figure, and cut out the elliptical 
figures inside. 

Allow parts to overlap about i-8 of an inch, and paste. 

These parts may be tied with narrow ribbon or colored 
yarn instead of pasted. 



EXERCISE LXIL 

Clock Face. 

Made in connection w-ith teaching Time. 
Material : A light quality bristol board. 
Dictation : Draw 3-inch circle within 4-inch circle. 




Draw hands and place figures on clock face by dividing 
the 3-inch circle into twelve equal parts as in exercise 61. 
Place Roman numerals in proper places. 



EXERCISE LXIIL 

Christmas Basket. 

Material : Colored bristol board. 

Made in connection with Easter or Christmas. 
• Draw an 8-inch square. 

Bisect each edge. 

From center inscribe a 6-inch circle. Place points on 
circumference of circle just opposite those bisecting square. 
With each -of these points as a center draw a 2-inch circle. 

58 



Where these circles cut the large one as a center, draw 
other 2-inch circles as shown in the following drawing. 









Cut along outside edge. 

Cut also along heavy lines and crease along dotted lines 
Fold and tie corners with narrow ribbon. 



EXERCISE LXIV. 
^[ay Basket. 

This exercise is the same as Exercise 63 only cut differ- 
ently. 

The square drawn in the center is done by placing the 
ruler across the points where the middle circle bisects each 





of the others or connects i and 2, 3 and 4, 5 and 6, 7 and 8. 

Cut along outer edge and along heavy lines. Crease 
edges of square in center and fold. 

Cut handle 8 1-2 inches by 1-2 inch. 4. 



59 



EXERCISE LXV* 
Card Receiver, 

Material : Colored bristol board and narrow ribbon. 
Made in connection with Christmas. 
This exercise grows out of Exercises 63 and 64. 
Connect with the ruler i and 2 just where the circles in- 
tersect and place a dot on the circumference of each of the 




two circles. In a similar manner connect 3 and 4, 5 and 6, 
7 and 8. Connect dots placed by dotted lines as shown ip 
drawing. Cut around outer edge and along heavy lines. 
Crease along dotted lines and turn back 9, 10, 11 and 12. 

Strengthen legs by pasting an extra piece of bristol Tn^ard 
beneath. 



For Burned Matches. 



EXERCISE LXVL 





Material : Colored bristol board and narrow ribbon or 
yarn to fasten corners. 

60 



Draw a 7-111. square. Find center by drawing diagonals. 

From center inscribe a 4-inch and a 7-inch circle. 

Bisect each edge of square and place dots in circumfer- 
ence of small circle just opposite those bisecting the square. 

Connect dots by straight lines, allowing the lines to be- 
gin and end in circumference of large circle. 

Cut away triangles. 

Crease lines with back edge of scissors and turn up. 

Tie corners with colored yarn or ribbon. 



EXERCISE LXVn. 
Valentine Envelope. 

Material : Mimeograph or drawing paper. 

Draw an oblong 8 by 12 inches. 

Place long edge parallel with edge of desk. 

On right edge of oblong and 2 inches from back right 

corner place a dot. 





Place a point opposite on the left edge and connect the 
two by a straight line. 

Repeat with front right and left corners, placing dots 
above corners. 

On back edge and 3 inches from upper left corner place 
a dot ; place a point opposite on front edge. Connect by a 



straight line. 



61 



Repeat dictation for upper right and lower right corners. 

There are now three rows of oblongs or rectangles. 

Bisect the back edge of the middle rectangle of the back 
row. 

On left edge of this middle rectangle and i inch from 
lower left corner place a dot and connect by a straight line 
with the dot bisecting the back edge. 

Repeat dictation for lower right corner. 

Repeat dictation for opposite rectangle. 

Find middle rectangle along left side of drawing. 

On the left edge and i inch from back left corner place 
a dot and connect with back right corner. 

On the left edge of same rectangle and i inch from 
front left corner place a dot and connect by a straight line 
with front right corner. 

Repeat dictation for middle rectangle at right side. 

Cut, crease along remaining lines, fold and paste. 



EXERCISE LXVIIL 

American Flag. 

Material : Red, white and blue paper. 

Dictation : Draw and cut from red paper : Four 
oblongs 6 inches by | inch ; three oblongs 1 1 inches by J 
inch. 

Draw and cut from white paper : Three oblongs 6 
inches by J inch three oblongs ii inches by -| inch. 

Draw and cut from blue paper an oblong 5 inches by 
3I inches. 

Paste blue field and stripes on an oblong of heavy paper. 

Cut out free hand stars for flag. Paste them on blue 
field. 

Draw and cut out an oblong 12 inches by J inch for flag- 
staflf. Paste in position. 

62 



EXERaSE LXIX. 



Cube, 




Material : Ordinary drawing paper. 



Square Prism. 



EXERCISE LXX. 




Material : Ordinary ^^rawing paper. 



Triangular Prism. 



EXERCISE LXXL 




Material : Ordinary drawing paper. 
In cutting allow arcs of circle for paste. 











\ / 








J 


r ) 




U. \^ / 









/ \ 




■ / 












N 















/ V 












^ 









63 



EXERCISE LXXIL 

Button=hook Holder. 

Draw an oblong 8 inches by 4^ inches. 

Place the long edge parallel with the edge of desk. 

On the lower edge and ij inches from the lower left 
corner place a dot ; place a point opposite on the back edge. 
Connect by a straight line. Repeat for right side. 






Place dots i| inches apart along right and left edges. 
Connect corresponding dots. 

There are now three squares at each end of oblong. 

Draw arcs of circles in middle squares by using a radius 
equal to one side of square. Draw equilateral triangle. 

In cutting triangles allow flaps for paste as shown in 
figure. Crease all lines with back edge of scissors. 

Cut away corner squares. Fold and paste. 



Comb Case. 



EXERCISE LXXIIL 






Bisect back edge. With this point oi msectiou as a centre 
describe a semi- circle, construct equilateral triangle. 

64 



EXERaSE LXXIV* 

King Alfred* s Lantern. 

Material : Bristol board. 

Made in connection with Stories of Time. 

Present the completed model to class and have them 
tell which part of the working drawing to draw first. 

If necessary, take the model apart in order that they 
may see its construction. Draw an oblong 8 by 4 inches. 
Place long edge parallel with edge of desk. On front and 
back edges place dots 1 inch apart. Connect corresponding 
dots. For equilateral triangles see Exercises 72 and 73. 

Number the oblongs as shown in working drawing. 








In each oblong construct another that is 3 by i inch. 
Cut away these oblongs and cut other of red tissue paper 
4 by i| inches and paste over openings. 

On triangles 2 and 4 draw paste flaps. 

On front edge of oblong 2 construct a 2-inch square. 
The paste flap on front edge of this square is not used for 
paste, but prevents the door from being pushed into the 
lantern. Cut, crease and paste. Cut along back edge of 
triangle 4, allowing this side to open as a door. 

Paste candle holder in center of square forming the 
bottom. The door is tied with a thread or piece of yarn. 



65 



May Basket. 



EXERCISE LXXV* 





Draw a 6-inch square. 

The first part of this exercise is the same as that of Ex- 
ercise 37, the points being placed i^ inches from corners 
and connected by straight hnes. 

With a distance on the circle-maker equal to the base 
of triangle formed at each corner construct an equilateral 
triangle in the square. Cut, crease, fold and tie at corners. 

Cut handle 8 inches by -| inch. 



EXERCISE LXXVL 
May Basket 

By presenting the completed model the pupils, with very 
few suggestions from the teacher, will be able to make the 
working drawing of this basket. 

The first part of the exercise is the same as Exercise 58. 





In constructing the triangles on the outer edges use 
only two inches on the circle maker. 

Cut along outer edges and dotted lines. 
Cut handle 7 J inches by ^ inch. 



66 



EXERCISE LXXVIL 

Waste Holder. 

Material : Light quality of bristol board. 
Draw an 8-inch square. 
From center inscribe a 7-inch circle. 
Bisect right and left edges of square. 
Place points in circumference opposite the points of bi- 
section. 




With the circle-maker and a distance equal to radius, 
draw aFcs, cutting circumference above and below points of 
bisection. Construct hexagon. 

Join all opposite points dividing the hexagon into six 
equilateral triangles. 

Number triangles ; back triangle is No. I, back right No. 




2, front right No. 3, front No. 4, front left No. 5, back left 
No. 6. Allow part of No. 5 for paste. 

Cut away the remainder of 5 and all of 6. 

Crease, fold and paste. 

Cut an oblong 6 by 5 inches. 

Place short edge parallel with front edge of desk. 

Bisect front edge. Mount waste holder so that the apex 
'S one inch above the point of bisection. 



67 



EXERCISE LXXVIIL 

Spool Box. 

Material : A light quality of bristol board. 

Draw an 8-inch square. 

Bisect right and left edges of square. 

From center of square inscribe a 4-inch and a 7-inch 
circle. 

Place dots in circumference of small circle just opposite 
those bisecting right and left edges of square. 

By using the circle-maker, with a distance equal to 
the radius of the small circle, draw arcs, cutting the circum- 
ference above and below these points of bisection. 

From these points construct a hexagon. 




fi 


X 


'1) 





Number the left corner i, the back left 2, back right 3, 
right 4, front 5, and front left 6. 

Join with the ruler points I and 3 and draw lines from 
these points to the circumference of large circle. 

Draw corresponding lines from points 2 and 4, 3 and 5, 
4 and 6, 5 and i, 6 and 2. 

Crease edges of hexagon and edge to be turned for paste 
flap with back edge of scissors. Cut away the part of the 
triangle not used as paste flap. 

Turn sides up and paste. 

If desired, corners may be tied with narrow ribbon or 
yarn, as shown in previous models. 



G8 



EXERCISE LXXIX, 
Work Box, 

Material : Bristol-board. 

This dictation is for the teacher only. 

Teacher presents completed model to class and with the- 
pupils work out the drawing for the box. 

Draw an 8|-inch square. 

From center inscribe a 5-inch and 7|-inch circles. 

Proceed as in model 78. 

Connect points in large circumference as shown in fig- 
ure. 




Fold and sew or paste edges with strips of paper f of an 
inch wide. For cover of box draw a 6-inch square. 

Inscribe a 5 i -8-inch and a 5 5-8-inch circle. 

Repeat drawing of box for cover. 

The top of box cover must be 1-8 of an inch larger than 
bottom of box. 



EXERCISE LXXX. 
Thread Box. 

Material : Colored bristol board and ribbon or colored 
yarn for cornets. 

Draw an 8-inch square. Bisect each edge. 

Draw diagonals. 

From center inscribe a 4-inch and a 7-inch circle. 

Place a dot at each point in the circumference of the 
small circle where it is intersected by the diagonals. Also 

69 



place dots in circumference of small circle just opposite dots 
bisecting edges of square. This divides the circumference 
of small circle into 8 equal parts. 

Connect dots by straight lines and number as shown in 
above figure. 




Join with the ruler points i and 4, and from these points 
draw lines to the circumference of large circle. 

Repeat with points 2 and 5, 3 and 6, 4 and 7, 5 and 8, 
6 and i, 7 and 2, 8 and 3. 

Crease edges of the octagon and cut out small triangles. 

The edges may be sewed, the sides only tied at the top, 
or what may be better, allow for paste flaps as shown in 
working drawing. 



EXERCISE LXXXL 

Chariot 

Material : Yellow bristol board. 
Made in connection with literature. 




Draw 2}^ -inch square. 

From the center inscribe a 2 -inch circle and one a little 

smaller. 



70 



Divide inner circle into eighths. 
See Exercise 80 

Draw cross-piece 3 inches by ^ inch. 
Crease | inch from each edge. This piece when folded 
over may be pasted to center of wheel. 



:^ 



ffS 


^ 






















^ 


gy 







Box of Chariot. 

Take dimensions as marked in above drawing. 

Paste this box when finished to cross-piece so that it 
will project forward at least J inch from outer circumfer- 
ence of wheel. 



Series IV. SERIES IV. 

In this series of ten models the quarter-inch is developed. 

It is expected that when this set of models is completed 
the child shall be able to put wholes, halves and fourths to- 
gether and do it understandingly. 

EXERQSE LXXXIL 

Tbermometer. 

Made in connection with Science Work. 

Material : A light quality of bristol board. 

Dictation : Draw an oblong 12 inches by ^ inch. Bi- 
sect J-inch hues. Connect dots by straight lines along this 
line, place dots i inch apart. Draw short, horizontal lines 
passing through the dots. 



Let each quarter inch represent two degrees on the ther 
mometer. 

This dictation may be repeated by letting ^ of an inCiV 
represent two degrees on thermometer. 



EXERCISE LXXXIII. 
Stool. 

Made in connection with story of Abraham Lincoln. 

Material : A light-weight bristol board. 

Dictation : Draw and cut out 2-inch circle. 





Draw and cut out three oblongs 2 inches by J inch. 
Fold ends of oblongs over J of an inch for laps. 
Paste laps on bottom of stool. 



EXERCISE LXXXIV- 
Berry Dish. 

Material : Ordinary drawing paper or manila. 

Draw an oblong 10 inches by 2^ inches. 

Place long edjRe parallel with front edge of desk. 

On the right edge and J inch from back right corner 
place a dot. 

Place a point opposite on left edge and connect dots by 
a straight line. On right edge and ^ inch from front right 
corner place a dot. Place a point opposite on left edge 
and connect dots by a straight line. 

There are now three oblongs. 

Bisect the right and left edges of middle oblong and 
connect points of bisection by a straight line. 

72 



Place dots on the back edge of the original oblong, one 
inch apart. Place dots opposite on front edge. 

Connect corresponding dots by straight Hnes. 

Draw straight lines from the back left corners to the 
front right corners of the top row of oblongs. (See fig- 
ure.) 

On back edge of front row of oblongs and J inch from 
back right corner place dots. 

On front edge and ^ inch from front right corner place 
dots. Connect dots on front and back edges, also connect 




!"--, 


"''■""'V, 


^'"^'■•^ 


-~^, 




'""'^ 


""--v^ 


^\t\,. 


^-^ 
























\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 


\ 




/ 


/ 


/ 


/ 


/ 


/ 


/ / 


/ 



the dots on the back edge with the back left corners of the 
oblongs above. Cut away upper triangle and along dotted 
lines at right end. Crease and fold row of points out- 
ward and the lower part inward. 

Allow parts of bottom to overlap like the scales of a fish. 

Paste only the piece from which the points have been 
cut. 



EXERCISE LXXXV. 
S/ed. 

Made in connection with Christmas work. 
Material : Heavy quality bristol ;board. 
Dictation : Draw an oblong 8 inches by 5 inches. Place 
oblong with 5-inch edges parallel with front ^dge of desk. 



73 



One inch from each corner, along back edge, place a 
dot. One inch from each corner, along front edge, place a 
dot. Connect corresponding dots by straight lines; J inch 
from back, right corner, along right edge, place a dot; J 
inch from back, left corner, along left edge, place a dot. 
Connect the two dots by straight line. Along lines within 
oblong place dots i|- inches from the front edge. Connect 
dots by straight line. 
Bisect this line. 

Place pin of circle- maker on dot and draw half of a 3 
inch circle extending from this line to front edge of oblong. 

Find line within oblong, ^ inch from its back edge. Bi- 
sect this line. Place pin on dot and draw half of 3-inch 






circle, extending from this line, toward center of oblong. 

Two Inches from back, right corner along right edge, 
place a dot. 

Connect by straight line this dot and the dot i inch 
from back, right corner, along back edge of oblong. Re- 
peat exercise with back, left corner of oblong. 

Connect by straight line the front right corner and the 
point where the semi-circle meets right end of line. Re- 
peat exercise with front, left corner. Cut out. 

From front, right corner, cut along line extending to 



74 



semi-circle. Cut along circumference of semi-cifcle and 
down line, extending to front, left corner. 

From back, right corner, follow, right edge to first line. 
Cut along line, removing entire corner of oblong. Repeat 
exercise with back, left corner. Cut out entire back semi- 
circle. 

Fold runners of sled downward. 

EXERCISE LXXXVI. 
Candle Standard, 

Made in connection with Science Work or Thanksgiv- 
ing Work on Pilgrims. 

Material: A hght quality of bristol board. 

Dictation : Draw i-inch circle within 4-inch circle. Cut 
around circumference of 4-inch circle. 

Draw an oblong 3J inches by 2 inches. Place long edge 
parallel with edge of desk;^ inch from back, right corner, 
along right edge place a dot. One-half inch from back, left 





corner, along left edge, place a dot. Connect dots by 
straight line. Repeat exercise with front right and left cor- 
ners. There are now three oblongs in the figure. Find 
back oblong. Along the back and front edges of this 
oblong place dots i inch apart. Connect corresponding 
dots by straight lines. Repeat exercise with front oblong 
in the figure. 

Cut out large oblong. Crease front edge of back oblong. 



75 



Crease back edge of front oblong. 

Cut along lines extending from back to front edge of 
back oblong. Cut along lines extending from front to back 
edge of front oblong. 

Lap end of center oblong J inch and paste together. 
Fold laps outward. Place this cylindrical form on i-inch 
circle and paste laps to base. 

Draw i-inch circle within 2-inch circle. Cut along cir- 
cumference of both circles. 

Place this circular form upon upper laps of cylindrical 
form and paste in this position. 

Draw an oblong 2,2 inches by | inch. Paste ends of 
oblong together. Paste this ring on base for a handle. 



EXERCISE LXXXVIL 

Tooth 'pick Holder. 

Material : Colored bristol board. 
Present completed model. 

Show the bottom and let the pupils tell how to make the 
working drawing of it. 








Give the necessary assistance to complete the working 
drawing. 

Draw an 8|-inch square. 

P>om center inscribe a 2-inch and an 8-inch circle. 



76 



Construct a hexagon in small circle. See Exercise ; /. 

Bisect each edge of hexagon and place points in circum- 
ference of large circle just opposite tiie points of bisection. 

Connect tnese points by straight lines with corners of 
hexagon, as shown in figure. 

Cut out star. 

Crease edges of hexagon and fold. Fold outward | of 
each point of star and again fold upward J of each upper i- 

Draw a piece of yarn beneath above points and tie. 



EXERCISE LXXXVIII. 

Easter Basket 

Material : Colored bristol board. 

Draw S-J-inch square. 

From center inscribe an 8-inch and 4-inch circle. 



' '^mu,^ 




^ 


si 


l) 



Construct hexagon within 4-Inch circle. (See Exercise 

77) 

Cut away the part of the square not included in large 
circle. 

Crease all lines (dotted included) with back edg3 of 
scissors. 

Fold sides upward, allow triangles to crease in center 
?nd fold invv^ard. 

Tie with ribbon or yarn. 

The above drawing should be worked out by the pupils. 



77 



EXERQSE LXXXIX. 
Easter Basket, 

Material: Colored bristol board. 

Draw an 8J-inch square. 

From center inscribe a 3-inch and 6-inch circle. 

In small circle construct a hexagon. (See Exercise yy.) 

Construct equilateral triangles on top of sides. (See 

Exercise 58.) 

Crease all lines, including dotted. 

Fold and paste as shown in drawing of completed object. 




, /\ 


A 


... ^ 




X 


W'' 


^ 


^^^^ 


i^ 


V 



This exercise should be worked out by the pupils, the 
teacher simply presenting the completed object, and asking 
such questions as will lead the child to see that the whole is 
simply a review. 



EXERCISE XC 

May Basket. 

In the preceding exercises the circles have all been in- 
scribed in squares. This was done so that the circles might 
be accurately bisected by placing dots in circumference 
just opposite those bisecting edges of square. 

Teach the child now that from any starting point the 
circle may be divided into six equal parts by taking the 
radius of the circle. 

In this exercise we also have one side of a square given 
to construct the square. 



78 



Complete the squares and triangles and then draw paste 
flaps. In the above exercise begin by drawing a 3j-incl:i cir- 
cle Draw a handle 7 by -J inches. 




EXERCISE XCL 

ftay Basket. 

Material : Bristol board. 

In this exercise begin by drawing a 3-inch circle. 

Proceed as in Exercise 90. 

Allow i of an inch at the left of each square for paste 





flap and then construct equilateral triangles on remainder of 
square. 

From edge of hexagon continue drawing of paste flap to 
center of circle. Cut paste flap at edge of hexagon and 
down one side almost to center as shown by heavy lines in 
drawing. Crease and pa-te. Draw handle 7 by J inches. 



79 



SERIES V. 

This set of models requires the development of the 
eighth inch. By this time, if the number connect with 
this line of work is properly carried on, the result will be 
quite wonderful in all the combinations required of any be- 
ginning third grade. 

EXERCISE XQL 
Seed Envelope, 

Made in connection with the autumn work on seeds. 

Material : Manila paper. 

Draw an oblong 6:^ inches by 4i inches. 






r^^ 












V y 





Place short edge parallel with edge of desk. 

On right edge and one inch from front right corner 
place a dot ; place a point opposite on left edge ; connect dots 
by a straight line. 

Repeat dictation for back left and right corners. 

On front edge and ij inches from front left corner place 
a dot ; place a point opposite on back edge. Connect dots 
by a straight line. On front edge and one inch from front 
right corner place a dot ; place a point opposite on back 
edge. Connect dots by a straight line. Bisect the front 



80 



edge of the middle oblong of the back row of oblongs. 

With this point as a center inscribe a semi-circle. 

Bisect the back edge of the oblong opposite and inscribe 
a semi-circle. On left edge of the middle oblong at the left 
side of figure place a dot ^ inch from back left corner and 
connect by a straight line with back right corner. 

Repeat dictation for front left corner. 

On right edge of the middle oblong at right side of fig- 
ure place a dot 3-8 of an inch from back right corner and 
connect by a straight line with back left corner. 

Repeat dictation for front right corner. Cut, crease and 
paste right side over left. 

EXERCISE XCIIL 




l\iay Basket. 

Present completed model. 

What is the first drawing to be made in making the 
working drawing for this model? 

From the making of previous baskets and boxes the 
child will know that it is an oblong. 

Draw oblong 5^ inches by 4^ inches. Dots are placed 
1 % inches from corners and connected by straight lines. 

lyines drawn iu small squares are ^ inch from corners. 

Cut strip around top 12 by ^ inches. 

Begin to paste strip at middle of side or end. By doing 
this the seam does not come at a corner. 

Cut handle 6 by i inches. 



81 



EXERCISE XCIV. 

May Basket. 

Material : Straw board or bristol-board. 

Draw an oblong 55 inches by 4J inches. 

Place long edge parallel with edge of desk. 

On the back edge of the oblong and i^ inches from the 
back right corner place a dot, place a point opposite on the 
front edge. 

Connect these points by a straight line. 

Repeat dictation for back left and front left corners. 

On the right edge of oblong and ij inches from back 







right corner place a dot ; place a point opposite on the left 
edge. Connect these points by a straight line. 

Repeat dictation for lower left and right corners. 

There is now a ij-inch square at each corner. 

Find the back right square and on the back edge \ of 
an inch fromi back left corner place a dot. Connect this dot 
with front left corner of square. See Exercise 94. 

Repeat dictation for other corners as shown in figure. 

Find rectangle (oblong) between two back squares and 
on the back edge place points \ of an inch apart. On front 
edge of same rectangle and 3-8 of an inch from front left 
corner place a dot. Place another point 3-8 of an inch 
from front right corner. ■ 

Divide the space between the dots into half inches. 

Connect dots by straight lines as shown in figure. 



82 



Repeat dictation for front, right and left edges. 

Crease lines around bottom of basket with back edge of 
scissors. 

Cut away corners and small triangles by cutting along 
heavy lines. 

Cut a strip 12 inches by i inch for top. 

Before pasting crease so that the proper part may be 
used for each side as well as each end. 

Do this in such a way that the seam will come at the 
middle of a side or end. See drawing. 

Cut handle 6 inches by i inch. 



EXERCISE XCV. 

May or Christmas Basket. 

Draw a 7 inch square. 

The first part of this working drawing is the same as that 
of Exercise 37, the dots being placed 2J inches from corners 
and connected by straight lines. 




The edges of each triangle formed at each corner are 
bisected and points connected by straight lines, thus form- 
ing two triangles at each corner. 

Allow for paste flaps or tie at corners, just as desired. 

Cut handle 7^ inches by -J inch. 



83 



EXERCISE XCVL 
Broom Holder. 

Material : Colored bristol-board. 

Draw an ablong 6^ inches by 2j inches. 

On the back edge and 2^ inches from back left corner 
place a dot. Place a dot on same edge 2J inches from back 
right corner. 

With these dots as centers describe two 2]-inch semi- 
circles. 

On the back edge and 3-8 of an inch from back left and 
right corners place dots. 

On the right and left edges and J of an inch from back 




left and right corners place dots. Connect these dots by 
a straight line with others placed 5 of an inch to the left or 
right as shown in drawing. 

Connect the dots last placed with those on the back edge 
and also the one bisecting the front edge« 

Cut as shown in drawing. 

Back of Broom Holder. 

Draw a horizontal line 6:^ inches in length. Bisect it 
With this point as a center describe a half circle. 

Three and seven-eighths inches below the point of bi- 
section place a dot. 

84 



Connect this dot with ends of horizontal Hne. Seven- 
eighths of inch from right and left ends of line first drawn 
place dots. Place the ruler from these dots to apex of tri- 
angle and draw a dotted line i inch long upward from dot 
placed on horizontal line. Cut along this dotted line and 
after cutting out the back draw the ends of front part 
through up to the line marked "crease." Paste on oppo- 
site side. 



EXERCISE XCVIL 

Match Safe. 

Material : Colored bristol board. 
Draw a 6-inch circle. 

One-half inch above and i inch below center place dots. 
One inch to the right and left of the dots just placed 
place other dots. Connect dots as shown in above figure. 
With scissors or knife cut along right and left edges. 




I 

1 






< 




> 




1 1 





In cutting front edge begin ^ inch from front left corner 
and cut to \ inch from front right corner. 

Draw an oblong 5 by 3 inches. 

Place long edge parallel with edge of desk. 

On back edge and 3-8 of an inch from back left corner 
place a dot« 



86 



Place a dot opposite on front edge. 

Connect dots by a straight line. 

On back edge and i^ inches from line just drawn place 
a dot. Place a point opposite on front edge and connect by 
a straight line. 

Repeat this dictation for opposite side. 

On left edge of oblong and 3-8 of an inch from front 
left corner place a dot. Place a dot opposite on right edge. 

Connect by a straight line. 

On left edge and i^ inches from line just drawn place a 
dot. Place a dot opposite on right edge and connect by a 
straight line. There is now a ij-inch square near the front 
left and right corners. 

With circle-maker draw arcs as shown in figure. (See 
Exercise 71.) Draw equilateral triangle. 

Cut away from each corner all but this triangle. 

Crease remaining lines, fold into box shape. Allow 
small oblongs on left and right sides to be drawn through 
the cut slashes in circle and paste on back side of circle. 

Cut away a 3-8 inch square from each end of front ob- 
long so as to fit the slit cut in circle. 




1 ' 



% 



7 inches. 



EXERCISE XCVIIL 

Candy Box. 

Cut along heavy lines in front, left and back right cor 
ners of large square. 



86 



Crease along all lines within the figure. Fold into box 
form. Paste inch squares on the inside. 

Fold forward the triangles found at the ends of the back. 
Paste triangles on inside of bottom of box. 



SERIES VL 

Series VI includes the construction of the square pyra- 
mid and several models based on its construction, also a 
miscellaneous set of models requiring all measurements 
through the eighth inch. 

As has already been said, no teacher is expected to fol- 
low the order here given, but let each one select such of the 
exercise.^ as is thought best and appropriate for the occa- 
sion. 



EXERCISE XCIX. 

Square Pyramid. 

This may be made of ordinary drawing paper. 

Draw a quarter circle and with a distance on the circle- 





maker equal to the width of the desired base, cut the part 
of circle drawn in four places. 

Connect these points with center of circle. Construct a 
square on base of triangle as shown in drawing. 



87 



EXERCISE C 
Match Safe, 

Draw an oblong 8 by 5 inches. 

On the upper half of this oblong is pasted a cat made 
of circles of black emery paper. The body is a i|-inch 
circle, the head is a i^-inch circle. 

On the lower half are two pockets made as shown in 
working drawing. 

Draw at least half of a 6-inch circle. With 2 inches on 




the circle-maker draw arcs cutting the circumference in fou 
places. Draw lines to center as shown in drawing. 

Paste so that seam will not show when the match sife 
is completed. This may be done by pasting flap to back 
of each box. 

Paste to oblong as indicated by dotted lines. 

With older pupils these dotted lines may be cut, another 
paste flap drawn on other edge, and then draw the paste 
fl'-ps through these cut and pasted to back of oblong. 
When this is done only three sides are needed to each box, 
the oblong forming the fourth. 

88 



EXERCISE CL 

wind Mill, 

Material : Bristol board. 

Made in connection with Pilgrims in Holland, 

Draw an oblong lo by 12 inches. 

Place short edge parallel with edge of desk. 

Bisect front and back edges. 

With circle-maker inscribe arc of a 24-inch circle (12 
inches on circle-maker), placing pin at point bisecting the 
back edge. 






V 


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At each side of point bisecting front edge and 2J inches 
on circle maker cut the inscribed arc in two places as shown 
in drawing. Connect each of these points with point bi- 
secting back edge. 

On each of the lines just drawn and 6} inches from 
points on arc place a point. 

Connect these points by straight lines, also those cut- 
ting the inscribed arc. 



89 



With a and b as centers draw arcs which intersect as 
shown in drawing. With the point of intersection as a cen- 
ter describe a circle whose radius is equal to the line a b. 

Construct a hexagon within circle as in waste-holder 
(Exercise 84). Cut away division marked. 

On edge of one upright part construct a 2^ -inch square. 

Draw paste flaps. Crease all lines to be folded. 

Cut outer edges and along dotted lines. 

The small triangles marked by dotted lines are to be 
pasted under roof. Allow extra division of hexagon to 
overlap. 

The sides may be blocked ofif with lead pencil or paints 
to give it the appearance of stone. Windows and doors 
may also be drawn. 

Sails of Wind Mill. 

Draw a 7-inch square. 

Bisect each edge. 

From center of square inscribe a |-inch circle. 

Draw straight lines from points of bisection to circum- 
ference of circle. 

On hnes just drawn and 2 J inches from points of bi- 
section place dots. 

Place points f and f of an inch to the right of each dot 
just placed. 

On the right and left, front and back edges, f of an inch 
to the right of each point of bisection, as the paper is turned 
place a point. (Begin with back edge.) Connect by a 
straight line with the dot below. 

Complete as shown in drawing. 



00 



EXERCISE CIL 

Flower Pot, 

Material : Brown bristol board. 
Made in connection with study of Germination. 
Draw a 7j-inch square. 

Bisect front and back edges as shown in Exercise lOi.- 
With 6j inches on circle-maker and using point on back 
edge as center describe an arc from right to left edges. 

Place a point on arc just opposite the one on front edge. 



^'%->,. 




Connect with a straight line the point last placed with the 
point on back edge. 

With I J inches on circle-maker and the point of bisec- 
tion as a center cut the arc to the right and left. 

With the points just made as a center cut the arc again 
as in Exercise loi. 

There are now four points on the arc, two to the right 
and two to the left of the point of bisection. Connect these 
points with the one on the back edge as shown in drawing. 

With four inches on circle-maker and point on back edge 
as a center describe the arc AB. 

Connect the points in the arc AB by straight lines. 

Connect the points in large arc by straight lines. 

91 



In order to have the points as shown m drawing take 
I inch on circle-maker and describe arcs as if to construct 
an equilateral triangle ; connect with points ni circumfer- 
ence. 

Draw base as shown in above figure. 

After making the wind-mill many pupils will be able 
to work out this model for themselves, with only a sugges- 
tion from the teacher. Present the completed model. If 
necessary, take apart and let them see the construction. 



Lead Pencil holder. 



EXERCISE OIL 




This is an excellent exercise in constructing the hexagon 
without first bisecting the circumference of circle. 



92 



Farm House, 



EXERQSE CIV* 








fl^u^y 






May be used for a bank. 

Made in connection with the Ugly Ducklingo 

Material : Brown bristol board. 



EXERCISE CV. 
W^gon. 

Material : Brown or gray bristol board. 

Made in connection with Spring Work. 

Draw four circles each ij inches in diameter. 

Bisect each circle horizontally and vertically. Divide 
circle into twelfths. See Exercise 6i. 

Call attention to the number of sixths in -|, the number 
of twelfths in 1-2, 1-4, 2-4, 3-4. 




The number of twelfths in 1-6, 2-6, 3-6, 4-6, 5-6. 

3-12 is the same as what? 

9-12 is the same as wiiat? 

The above is only a suggestion of the number ibund in 



one wheel of the wagon. 



93 



Paste a small square to center of inner side of wheel to 
strengthen it and thrust a pin through center of wheel. 
Frame Work and Box of Wagon, 

For frame work draw two oblongs each 2^ inches by J 
of an inch. See II. 

Crease in center lengthwise, fold tw^o halves together 
and before pasting lay two of the pins holding wheels be- 
tween these halves so there is a wheel at either end. The 
head of the pin prevents the wheel from slipping of¥. Re- 
peat for other two wheels. 

In making the box it will be only necessary to say that 

you wish the box when finished to be 4 inches by 2 inches 

and I inch deep. 

Wagon Seat. 

Draw an oblong 3 inches by ij inches. 

Cut along heavy lines. Crease and fold. 

Paste small squares at either end to inner sides of wagon 

box. 



EXERCISE CVL 

Wheel=barrow, 

For making of wheel see wagon (Exercise 105). 
Wheel is marked on both sides. 




Box of WheeI-barrow» 

The above drawings have full size dimensions given. 

In placing the wheel thrust a fine piece of wire or pin 
through the center of wheel. Place wheel and then paste 
a small strip of bristol board over each end of wire, thus 
the frame work and small strip holds wheeL 

94 



EXERCISE CVIL 

f*tn Tray. 

Material : A light quality of straw board or heavy bris- 
tol board, fancy paper for covering and lining. 

Draw and cut a 2i-inch square. 

Bind square with red leatherette. 

Cut a 2-inch square of fancy paper and paste on top so 
as to cover all but about \ of an inch of the binding. 

Cut another 2-inch square and paste on bottom. 

Draw a 4-inch square. 

From center inscribe a 4-inch and a 2-:nch circle. 






V 




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Jy 



Bisect each edge of square and mark off J circle as 
shown in above figure. Cut away the i circle. 

Paste by allowing cut edges to overlap about J of an 
inch. 

This forms a dish-like receptacle without a bottom. 

Draw and cut in a similar way a 1^-inch circle within a 
4)^ -inch circle of leatherette. 

This is used for outside covering of tray part. Turn 
the covering so as to paste on inside. Cut slashes in cir- 
cumference of small circle so as to turn. 

For a lining draw and cut of fancy paper a 2}^ -inch cir- 
cle within a 5 inch circle similar to the first one drawn. 

Scallop edges of circle and paste to inside of tray, which 
is still without a bottom. The tray part is now set at the 
middle of the 2j-inch square and pasted down with a 2-inch 
circle of same paper as lining. 



95 



Each time that circles are cut for outside covering or 
Hning ^ must be cut away. 

. This is an excellent exercise in which the child may 
plan for himself. 

For example : The lining for top and bottom of square 
must be smaller ; how much ? 

The covering for circular part of tray must be larger 
to allow for turning. 

Lead the child to work this out for himself. 



EXERCISE CVIIL 

Colored Crayon Box. 

Material : Light quality of bristol board or heavy ma- 
nila. 




/I kt 



Make cover ^ inch larger than box part and cut away 
triangle from either side as shown in drawing above. 



EXERCISE CIX. 

Specimen Wood Box. 

Made in connection with the study of trees. 

Material : Straw board and cambric for corners. 

The nature work on trees calls for a specimen box. 

Cross-sections of branches showing the rings, pith, sap 
wood and heart wood are generally not less than from 2 to 
2^ inches in diameter. 

Explain to pupils what you wish, for example : I wish a 
box that will hold six cross sections of different kinds of 
wood at least 2^ inches in di-ameter ; how long and wide 

96 



must such a box be when finished to hold nine such sections 
if laid side by side? 

If the box is to be i inch high what are the dimensions 
of the working drawing? 

What is the size of the cover? 

Cut the partitions, two to run the length of box. 












--' 


i 

i 


i' 


_ 







3 



What must be the. length of the cross partitions if J inch 
is allowed at each end for paste ? 

See drawing of complete model. 

The size of box and number of divisions will depend 
upon the number of trees studied. 



EXERCISE ex. 




^ 




'M 








w 




\ 



Pin Tray. 

Material : Bristol board. 

Draw, crease around bottom, fold and tie corners or 
paste. 

This is simply a modification of simple box. 



97 



EXERCISE CXI* 

Work-box, 

The time has come when the pupil really needs a work- 
box. He has learned to use the circle-maker, right triangle 
for periect corners, scissors, paste, yarn or thread for fast- 
ening corners, a needle, pins for circle-maker, etc. 

Plan with him a work-box that shall be 8 inches long. 5 
inches wide and i inch deep when finished. 

What are the dimensions of the working drawing for 
such a box? 






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^.-^. 7.^./..^ 




'SSXLTl' ^^£^ ♦ut.rf^L (^"t a.^i- v^-f 









Make divisions of box as shown in completed model. 

What must be the length of partition extending through 
whole length of box, allowing J inch to be turned back and 
pasted to ends of box? 

What are the dimensions of cover? 

Material : Straw board and cambric for corners. 

Specimen Number Work. 

Taken from Work-box. 

1. The box, when finished, is to be SJ inches long, 6^ 
inches wide and i inch high. What are the dimensions of 
the working drawing? 

2. The working drawing is loj inches long on one 
edge, what Is the length of the two edges? 

3. loj is ^ of what number? 

5. The working drawing Is 8i Inches wide on one edge, 
what is the length of the two edges ? 



08 



6. 

7. 
8. 

9- 

10. 



Si is i of what number? 



iof i6i-? 



How much longer is the box than it is wide ? 
How many inches half way around the box ? 
How many inches all the way around the work-, 
ing drawing? 

11. The width of the box, when finished, is 6i inches; 
what is the length of the two ends ? 

12. 6i is J of what number? 



13. 
14. 

15- 
16. 

17. 
18. 



1 of 12^:-? 



How far half way around the finished box? 
What is the perimeter of the finished box? 
How much longer is the box than it is wide? 
How much longer is the box than it is high ? 
How much wider is the box than it is high? 



EXERCISE CXIL 
Pen Tray. 

Material: Light quality of bristol board. 

This exercise is simply a modification of simple box. 




Present completed model and have pupils tell changes 
from ordinary box. 



EXERCISE CXIIL 

Mineralogy Specimen Box. 

Material: Straw board, manilla paper or paper for small 
boxes such as used at the meat market. 

Made in connection with the study of soils which is to 
precede germination. 

99 



« ftf V*. 



We use the blue clay, sand, gravel, yellow clay, vege- 
table mold and loam. 
. The plan in this exercise is to have pupils work out for 







themselves the plan for a box that will hold six small boxes, 
2 by 2 inches and ij inches deep. 

The- large box, when finished is 6^ inches long and 4^ 
inches wide. 

(The fractions allow for thickness of small boxes.) 





'\^ 




/ 










/ 








\L^ 


^^ 





If the box is i^ inches deep, what must be the dimen- 
sions of the working drawing of large box? 

What must be the dimensions of the working drawing 
of the small box? What are the dimensions of the cover? 



100 



EXERCISE CXIV. 

Observation Box. 

Material : A light quality of straw board, ordinary 
drawing paper for small boxes, and cambric for corners. 

This box is made in connection with the weather report-. 

Present to the pupils your problem. 

You wish a large box when finished to hold six small 
boxes each 4 inches long, i inch wide and i inch high. 




How long and wide must such a box be when finished to 
hold these small boxes? Do not fail to allow for th.ckness 
of small boxes. 

Since the large box is to be i inch high, how long and 
wide must the working drawing of such a box be? 

The idea is to get the child to plan for himself. 

Printed sentences are put into each small box. 

For example : All sentences relating to the kind of day 
are put into one box ; all those relating to the thermometer 



~^^ 




/ 




j/i 











in another, the names of the days of the week into another, 
etc. Each morning the pupils arrange the weather report 
on their desks, using such sentences as apply to the day. 



]01 



EXERQSE CXV. 

Blotting Pad, 

This should be one of the first exercises in this son of 
work. 

Get a piece of straw board of the desired size and treat 




it just as if it were one side of the portfoHo. (See Exe; 
cise 1 16.) 

These tips are not fastened down at the corners where 
they come over the material, but are left free so that pockets 
are formed which are to receive the blotters and hold them 
to the pad. 



EXERCISE CXVI. 

Portfolio, 

Cut two oblongs of straw board 11 by 8J inches. 

Cover each with ingrain or marble paper. 

This is again an excellent opportunity for the pupil to 



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A^^juAf-rr*^^ 



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plan for himself. The covering is to lap at least two inches 
on each edge. 

lOM 



For tip cut an oblong 5|- inches by 3 inches. Bisect 
back edge and draw lines as shown above. 

Before putting on these tips the tape used to tie the port- 
folio together should be inserted. 

Cover the inner surface with some good paper of any 
desired shade and the portfolio is finished. 



EXERCISE CXVIL 

Book Covers. 

Plan with the pupils book covers in which to mount 
poems learned during the year. 

Cut two oblongs of pasteboard each 9 J inches by 61- 
inches. Paste the oblongs together with lining as shown in 
drawing No. i. 

The width of the lining will depend upon the number of 
pages to be bound. . 



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ho. 5 



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In this case a strip \\ inches wide is used. About 3-8 
is left between the covers, the remainder is pasted to either 
side of cover. Allow 3-8 of an inch to be turned over, as 
shown in drawing No. 2. 

103 



Cut two oblongs of ingrain wall paper or marble paper 
at least 2/^ inches longer and i>^ inches wider than 
paste-board covers. 

With thick flour paste and brush or cloth paste back of 
paper and then paste to pasteboard, allowing the surplus 
to overlap, as shown in drawing No. 3. 

Cut a 3-inch square and cut this square diagonally, using 
/^ for each of the outside corners as shown in drawing No. 4. 
Allow at least /^ inch to fold on inside, as shown in No. 3. 
The inside is now lined with any color desired. This 
is more easily done by lining each half, allowing the 
linings to overlap in the back. 

Cut strips of paper i inch in width and as long as the 
lining. Crease lengthwise and sew these down the cen- 
ter to the middle of the back of the covers. To these 
the poems are pasted. The number of these strips will 
depend upon the number of poems to be mounted. 

The covers are now completed all but the strip of 
leatherette down the back, which covers up strip of cloth 
on the outside and also the stitching made by putting in 
the inside strips. 

Allow for enough to turn over at top and bottom to 
cover the lining turned orer. 

EXERCISE CXVIIL 

Button Box, 

This model is simply a review of Exercises 58 and y8. 
In constructing the hexagonal box, draw circles large 
enough so that each side, when finished, shall be 2% 
inches. The upper part of Exercise 58 folded downward 
and pasted to inside of box forms the pocket at side as 
shown in drawing. 




104 



EXERCISE CXIX, 




In making the above windmill, see Exercise 99, loi, 
This model may be made of any desired size. 
Cut sails free hand. 



PART IL 



EXERCISE CXX. 

Mayflower. 

Material : A square of paper black on one side. 

Dictation : Hold paper with white side toward you. Fold 
diagonals. Fold each corner toward you to the center 
where the 'diagonals cross. Reverse the paper so that closed 
side is next to you. Fold three corners to the center. Re- 
verse paper again, holding it so that unfolded corner points 
up. Unfold the lower corner letting it point down. You 
will see four corners meeting in the center of the paper. 
Take hold of the two lower of these corners. 




Pull them forward and sideward until the corner of the 
paper which pointed down is drawn up to the center. The 
lower part of the folding will now assume a boat shape. 
Crease along the right and left edges. There are still two 
corners left at the center of the paper. 

Fold each of these corners outward making a crease which 
runs from the edge of the boat to the upper corner of the 
paper. The triangles thus formed make the sails. 

106 



House. £lX.fj!RCIS£ CXXl. 

Modification of Exercise XII. 
Made in connection with drawing. 

Material : Square of drawing paper of folding bristol 
board of any size. 










. 


/ 


i 

- . .. . 


s 


^ 


/ 


"7 


3 


y 



Fold square as in Exercise XII. 

Cut as in Exercise XII. 

Lay square 2 of. both front and back rows so it covers 
square 3. Paste. 

Fold squares i and 4 so that the cut edges overlap hori- 
zontally. 



EXERCISE CXXn. 



Trunk. 




/ 




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s 


; ! ^ 


y 


; y 


d- 


: ' ^ 



Modification of Exercise XII. 
Fold square as in Exercise XII. 
Cut away squares i and 2. 
Cut along remaining heavy lines. 
Lay squares 3 and 5 on 4 and paste. 



107 



EXERCISE CXXIII. 



Comb Case. 




Modification of Exercise XII. 

Cut away one row of squares. 

Lay squares as in Exercise XII. and paste. 

Cut oblong 8 inches by 6 inches. 

Paste pocket below center. 



EXERCISE CXXIV. 



Cradle. 




See Exercise CXXIII. 

Make two pockets. 

Fit one within the other as shown in drawing of com- 
pleted model cut rockers free hand, from row of squares cut 
away. 

Paste rockers as shown in drawing. 



108 



Settle. 



EXERCISE CXXV. 




See Exercise CXXIII. 

Paste row of squares cut away so as to form rest for 
.ack and arms. 



EXERCISE CXXVI. 



Bath Tub. 












9 








3 


i 


/ 


i 


i 1 




6 



Fold and cut away squares as in Exercise CXXIV. 
Fold 4 upward. 

Lay 3 and 5 over 4 and slant cut edges so as to form a 
point at top. 
See drawing. 



109 



Cradle. 



EXERCISE CXXVII. 




Fold and cut away squares as in Exercise CXXVI. 
Use squares cut away for rockers as in Exercise CXXIV. 
Paste rockers as in Exercise CXXIV. 



Candy Box. 



EXERCISE CXXVIII. 




4m 















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Fold square as in Exercise XIII. 
Cut away one row of squares. 
Cut away squares i, 2, 3, 4, 5 and 6. 
Tie at corners. 

To paste at corners allow paste flap when cuttin^^ 2, 4, 5 
and 6. 



110 



EXERCISE CXXIX. 



Match Safe. 



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1 

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ill 1*1 1 




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Fold 6-inch square as in Exercise XIII. 

Cut away back row of squares and 3 squares from left 
side. 

Cut away such parts of squares i, 2, 3 and 4 not used as 
paste flaps. 



EXERCISE CXXX. 



Comb Case. 



Modification of Exercise XIV. 
Mount on oblong 6 inches by 5 inches. 



EXERCISE CXXXI. 




Match Stand. 




Construct triangular prism. (See Exercise CXXX.) 
When completed cut along crease on left and right sides. 
Fold across bottom so that two halves meet as shown 



in drawing. Paste. 



Ill 



Pop Corn Basket. 



EXERCISE CXXXII. 




Material : A square of any size. 

Dictation : Fold as for pyramid, see Exercise XXVII. 
The inner creases oi the folding form a four pointed square. 
Between each pair of points there are two triangles. Fold 
these triangles one over the other until their short edges 
reach the creases which outline the points. Paste and put 
on handle. 



EXERCISE CXXXIII. 

Christmas Tree Decorations, 







1 


1 

^ . 


£ 


j 
i 




^ 


j 


J 



Fold square as in Exercise XIII. 

Fold points i, 2, 3 and 4 to center A and crease well. 

This forms 4 triangles. 



132 



Cut away triangle 2 and along one side of the triangle 
fromed by cutting away 2. 

Slip this free edged triangle under the one next to it 
and paste. 

This forms a triangular basket with a point on each side. 

EXERCISE CXXXIV. 

Christmas Tree Decorations. 




Proceed as in Exercise CXXXIII. 

Cut away square from each triangle that hangs over side. 
This forms the two points in place of one as in Exercise 
XXXIII. 



EXERCISE CXXXV. 



Basket or Candy Box. 




y. 4 \JX 


& .':; 


_ 5w/_ .1 \i 


e 



Material : Square of drawing paper or folding bristol 
board. 

Fold square into sixteen equal parts. 
Fold front left comer to point A. 



113 



Back right corner to b. 

Back left corner to c. 

Front right corner to d. 
' Cut away triangles i, 2, 3 and 4. 

Tie corners and fold back triangles at upper edges of 
sides. 

To paste corners allow paste flap when cutting away tri- 
angle as indicated in triangle. 

If used as a basket put on handle. 



Basket. 



EXERCISE CXXXVI. 


















/f\ 





Fold square as in Exercise CXXXV. 

Cut away each corner square. 

Cut along heavy lines as shown in drawing and tie. 

If paste is desired allow for laps as shown in drawing. 



EXERCISE CXXXVII. 



May Basket. 




1 ! 

--] r--- 

L I ?1.., \ 


* 


" • ■ "jf, '■ 


i 



114 



Fold point a to h — crease — unfold. 
Point a to c — crease — unfold. 
Point d to c — crease — unfold. 
Point d to c — crease — unfold. 
Point / to g — crease — unfold. 
Point / to c — crease — unfold. 
Point h to / — crease — unfold. 
Point h to c — crease — unfold. 
Cut as in Exercise CXXXVI. 

This basket is one-half the height of CXXXVI and has 
two points on each upper edge that point outward. 



EXERCISE CXXXVIII. 



Wall Pocket. 




«. 






\ 




/ 


>■ 


/ 




/ 




^ , 


/ 

f 




\ 









Take square of any size. 
Fold diagonals. 
Fold a, b, c and d to center e. 

Unfold a and h. Cut along crease. Lace c and d together 
as shown in drawing. 



115 



EXERCISE CXXXIX. 



Letter Case. 




See Exercise CXXXVIII. 

Fold a, b and c to center e. Lace edges that meet as 
shown in drawing. 



EXERCISE CXL. 



Book Mark. 




Take an oblong whose width is equal to one half its 
length. 

Fold short edges together — unfold. 

Fold one half of lower edge so that it will coincide with 
middle crease. 

Fold remaininer half in same wav. 

Lace as shown in drawing. 

116 



EXERCISE CXLI. 



Candy Box. 




\ / 'a\ ' /\ • 

\ -' ' /^ ^\ ' / >^ ' 

— . _ _ NJ/ u- TK 

' ^\/ ' ^\/ ' 

c IX ' \l 1 



Fold squares as in previous exercise. 

Fold a to b — unfold. 

Fold c to d — unfold. 

Fold c to / — unfold. 

Fold g to h — unfold. 

Fold a to c, g and c to center — unfold. Cut as in Exer- 
cise CXXXVII. Do not allow for paste flap. Connect g 
and by straight line. 

Fold g to / — unfold. 

Repeat for each corner. 

Cut and tie. 



Church. 



EXERCISE CXLII. 




Combination 12, 13 and 15. 

117 



EXERCISE CXLIII. 

Draw and cut a 6-incli square of red, a 5-inch square ol 

white and a 4-inch square of bhie. Mount as in Exercise 

'XX. and in center of blue place some appropriate portrait. 

EXERCISE CXLIV. 

Another valuable exercise in the drawing of squares and 
involving most excellent number work may be given in tht 
following way : 

Place the following lesson on the boards : 

1. Draw a 6-inch square. Draw another using dimen- 
sions one-half as large. 

2. Draw a 5-inch square. Draw another using dimen- 
sions one-half as large. 

3. Draw a 3-inch square. Draw another using dimen- 
sions one-half as large. 

4. Draw a square using dimensions two-thirds as large 
as those used in the drawing of the first square. 

EXERCISE CXLV. 

Plan a lesson in the drawing of rectangles as was given 
in the drawing of squares. (See Exercise CXLIII.) 

1. Draw rectangle 8 in.x4 in. Draw another usin^ 
dimensions one-half as large. 

2. Draw a rectangle 9 in.x6 in. Draw another using 
dimensions two'-thirds as large. 



EXERCISE CXLVI. 

Christmas Decoration. 




Construct a rectangle 7 in.x5 in. 

Crease in center lengthwise. While the paper is stili 
creased cut from closed edge to within one-half inch oi 
open edges. 

Unfold and paste as shown in drawing. 



118 



EXERCISE CXLVII. 

Christmas Decoration. 




Construct rectangle 6 in.x3 in. 

Over lap short edges and paste in form of cylinder. 

Construct rectangle 6 in.x5 in. 

Proceed as in Exercise CXLV. 

Paste slashed part around cylinder as shown in drawinu". 



EXERCISE CXLVIII 



Match Safe. 




Material — Folding bristol board. 
Construct 2 rectangles 5 in.x2^ in. 

Crease as in folding Exercise CXL. 
Allow triangles formed by creasing to overlap — paste 
This forms the pockets. 
Construct rectangle 7 in.x6 in. 
Mount pockets as shown in drawing. 

119 



EXERCISE CXLIX. 

For the first work in weaving it is well to use oil cloth, 
such as is often used on kitchen tables. 
' Prepare squares of this material as in Exercise XXV. 
For weaving- purposes use the kindergarten splints. 

By using the above materials there is no danger of tearing 
and the same oil cloth and splints may be used again and 
again. The child learns just how to do the work. 

When the paper is introduced for the mat work he uses 
it successfully. 



EXERCISE CL. 

Wall Pocket. 

Weave mat as in Exercise XXV, using paper having the 
same color on both sides. 

Turn lower border and two rows of squares upward and 
tie with ribbon or colored yarn at both sides. 

Make hanger of ribbon or yarn. 



EXERCISE CLI. 

Letter Holder. 

Cut and weave mat 8 in.x5 In. 

Turn lower border along short edge upward as in Exer- 
cise CL, and tie at corners with yarn or ribbon 



EXERCISE CLII. 



Boxes and Baskets. 




A variety of boxes and baskets may be made by weaving 
around blocks of wood. If the school is provided with the 
small "Prang" drawing models or the "Speer" number 
blocks they may be used for this purpose. 



120 



If the school is without the above mentioned block, any 
carpenter will be glad to donate the many pieces sawed 
from the ends of the various widths and thicknesses of lum- 
ber used during the day. 

Paste strips of paper of the desired width and color 
around the block of wood, having each begin and end ^t 
the top as shown in drawing. 

Other strips are cut equal in length to the perimeter of 
the block. These are woven along the sides (see drawing) 
and carried across the ends. A new set of strips are cut 
equal in length to the sides and bottom. 

When the weaving is completed, the strips across the top 
are cut and pasted to inside of box or basket. 



DOUBLE WEAVING-ROUND BASKET. 
EXERCISE CLIII. 




121 



Use two contrasting shades of light weight bristol board. 

Cut four strips, 24 inches long and Yz inch wide, from 
one shade. Fold the ends of each strip together. Cut eight- 
*een strips, 12 inches long and ^ inch wide, from the other 
shade. Fold the ends of each strip together. 




FIGURE 155. 
122 



Arrange the four long strips in a vertical position, the 
first one on the left having its folded edge toward you, the 
second one having its two ends toward you, the third one 
having its folded edge toward you, the four one having its 
two ends toward you. See Exercise 153. 

Begin weaving with the short strips, an inch from tlie 
back left corner. 

Open the ends of the weaver and pass one above and one 
below the two parts of the first vertical strip. Close the ends 
of the weaver and pass them between the two parts of the 
second vertical strip. Open the ends of the weaver and pass 
one above and one below the two parts of the third vertical 
strip. Close the ends of the weaver and pass them between 
the two parts of the fourth vertical strip. 

Begin with the second weaver at the right edge. 

Open the ends of the weaver and pass one above and one 
below the two parts of the first vertical strip. Close the ends 
of the weaver and pass them between the two parts of the 
second vertical strip. 

Continue weaving in this manner, first from the left side, 
then from the right side, until the eighteen weavers have 
been used. 

By pulling the open ends of the vertical strips, the weavers 
are pressed together as shown in Fig. 155. By pulling the 
open ends of the weavers the vertical strips are pressed 
together. 



EXERCISE CLIV. 

Cut, pointed, the ends of ^ the vertical strips, leaving them 
i/^ inches long. 

Cut, pointed, the ends of the weavers, leaving them ^ 
inch long. 

Form the basket by bringing the ends of the vertical strips 
together. Pass each end under the first weaver on the oppo- 
site edge. This makes a secure fastening. 

Form the bottom of the basket by folding inward the 
ends of the weavers. Cut two circles of bristol board the 

123 



desired size, paste one circle on the inside and one circle on 
the outside, thus making a double bottom for the basket. 

Finish the top of the basket, by folding outward the 
pointed ends of the weavers. 




For a handle, cut a strip of bristol board 7 inches long 
and Yi inch wide. 

Pass the pointed ends of the handle under the first vertical 
strip on the outside of the basket. 



SQUARE TWINE HOLDER-DOUBLE WEAVING. 

Use two contrasting shades of light weight bristol board. 

Cut eight strips, 24 inches long and lA inch wide, four 
from each shade. Fold the ends of each strip together. 

Cut twenty strips, 12 inches long and 3^ inch wide, twelve 
from one shade, eight from the other shade. Fold the ends 
of each strip together. 

All vertical strips used are of one shade ; all horizontal 
strips used are of the other shade. 

124 



Using the same shade as the eight short strips, arrange 
tlie four long strips in a vertical position, as dictated in 
j-'Xeicise i^'^. 




FIGURE 156 

short strips. Th,s forms the cover, back, bottom and front 
of the twme holder. See Figure 156. 

125 



Use four short weavers of each side, weaving up and 
down on the ends of the four long weavers. 

By pulUng the open ends of the weavers the vertical 
strips are pressed together. 

By pulhng the open ends of the vertical strips the weavers 
are pressed together. Fig. 155. 




Cut, pointed, the ends of the vertical strips and weavers, 
leaving them i^ inches long. Fold the holder into shape. 
The extra points on the sides and top edge, not needed for 
fastening, may be folded inward and pasted on the inside 
of the holder. 

Fasten the sides by passing the points under the first 
opposite vertical strip on the outside of the holder. 

Place the twine in the holder. 

Fasten the points along the top edges and cover by pass- 
ing them under the first weaver or vertical strip on the out- 
side of the holder. 

126 



'A pretty square box may be made by pasting all the points 
along the top edges inside of the box. Paste the points 
along the sides of the cover, on the under side of the cover, 
leaving the points on the front for fastenings. 



EXERCISE CLV. 

Boxes. 

When dictating Exercises XXVIIL, XXIX., and XXXI., 
make it a point to- lead the pupils to see that the depth ot 
the box or basket is allowed when making the drawing. 

For Example. — If a box when finished is to be 5 inches 
long, 4 inches wide and 2 inches deep, the drawing must 
not be made 5 inches long, but 9 inches, thus allowing fo" 
the depth. 

The same is true of the width — not 4 inches, but 8. 

Seat Work. 

1. Make a box, when finished, 4 inches long, 3 inches 
wide and i inch deep. 

2. Make a box, when finished, 15 inches long, 4 inches 
wide and 2 inches deep. 

3. Make a cover for the second box that will come down 
over the box i inch. 

When using drawing paper the cover may be made tlie 
same size as the box. 

When heavier material is used an allowance must be 
made. This is too advanced for a first grade. 



EXERCISE CLVI. 

For seat work draw a 6-inch red circle, a 5-inch white 

and a 4-inch blue circle. 

In center of blue paste some appropriate portrait 

Any other colors will answer the same purpose. On 

patriotic days the red, white and blue are best. 

127 



EXERCISE CLVII. 



Basket or Tray. 



dzzik 



Construct a 5-inch square. 

Proceed as in Exercise XXXI. 

Bisect edges of bottom as shown in drawing. 

With A B as a radius describe the arcs as shown in the 
drawing. 

Cut away one-half of each square in corners. Use 
remaining half for paste lap. 



EXERCISE CLVIII. 



Basket or Tray. 




Construct square of desired size. 

Proceed as in Exercise XXXI. 

Bisect edges of bottom. 

With A B as a radius describe arcs. 

Cut all continuous lines. 

Score all dotted lines. 

Tie as in Exercise XXXI. 



128 



EXERCISE CLIX. 



Basket. 




Draw a 2-inch circle within a 5-inch, using the same 
center. 

Fold circle into eighths or sixteenths, as shown in draw- 
ing. 

Cnt along dotted lines. 

Unfold — when pasting allow the parts to over lap. 

Cut strip 14 inches long and i inch wide. 

Crease in center lengthwise. 

Paste around top, allowing one-half inside the basket, the 
other outside. 

For seat work have pupils make another basket (indepen- 
dent of teacher) 4 inches high. 



EXERCISE CLX. 



Wall Pocket. 




Construct rectangle 8 in.x5 in. 

For other dimensions see drawing. 

Score all dotted lines. 

129 





/A 


f^'lJs 


\ 


r 


> 


/ 





Cut along heavy lines. 

After pupils have constructed the above v/ith the aid of 
teacher have them, for seat work, construct another such 
wall pocket, doubling the dimensions. 

Have them construct a match safe, using one-half the 
dimensions of the above exercise. 



EXERCISE CLXI. 



To Construct a Square. 




Draw the horizontal line A B 

On the line A B mark off A C — greater than one-half cf 
A B. 

Measure A D equal tO' A C. 

With a radius equal to D C, using C and D as centers, 
descril^e the arcs intersecting at G. 

The third size, B H, may be found in a similar manner 
using E and F as centers. 

Join G and H for the fourth side of the square. 



EXERCISE CLXII. 



Quatrefoil. 




130 



Cut in connection with drawing. 

To be used in work of decoration. 

Draw square of any size. 

Uisect edges of square. 

With a distance on the circle maker equal to one-half 
the length of a side of the square draw semi-circles as 
shown in drawing, using points of bisection as centers. 



EXERCISE CLXIII. 

Card Receiver. 




Card receiver involving the use of the quatrefoil. 
Two quatrefoils of the same size are pasted together at 
the centers. 

Several pairs are strung to ribbon as shown in drawing. 



EXERCISE CLXIV. 

For seat work construct 7-inch, 6-inch, 5-inch, 4-inch, 
3-inch and 2-inch equilateral triangles, using at least two 
colors and paste first one color and then another as in Exer- 
cise XXXIII. 

131 



EXERCISE CLXV. 




For seat work draw a 7-inch red equilateral triangle, a 
6-inch white and a 5-inch blue. 

Paste one upon the other as shown in drawing. In cen- 
ter of blue mount home or portrait of Lincoln or Washing- 
ton. 

It may be that this work will be done on the birthday of 
some one of the Authors. If so, use the desired portrait. 



EXERCISE CLXVI. 



Toothpick Holder. 




This exercise may be drawn the same as Exercise LX. 
Score dotted lines and tie in place of pasting. 



132 



EXERCISE CLXVII. 



Stamp Box. 




Based on equilateral triangle. 

Draw oblong 3 in.X;^ in. 

On each long edge construct equilateral triangle. 

See Exercise LVII. 



EXERCISE CLXVIII. 



Trefoil 




To be drawn and cut in connection with drawing. 
To be used in work of decoration. 
Construct equilateral triangle. 
Bisect edges of triangle. 



133 



With a distance on the circle maker greater than one-half 
the length of the side of the triangle describe arcs as shown 
in drawing using corners of triangle as centers. 



EXERCISE CLXIX. 



Trefoi'. 



Card Receiver. 

Based on Trefoil. 
See Exercise CLIX. 
See Exercise CLXIII 




Lantern. 



EXERCISE CLXX. 





INIade for decorative purposes involving the square, equi- 
lateral triangle, quatrefoil and trefoil. 
Draw rectangle 8j/4 in.x2 in. 
Allow ^ inch for paste flap. 
Divide remainder of rectangle into 2-inch squares. 



134 



On the front and the back edge of each square construct 
an equilateral triangle. 

Cut the quatrefoil and trefoil of colored paper and deco- 
rate lantern as shown in drawing. 

Place the decorations before pasting lantern together. 



EXERCISE CLXXI. 



Isosceles Triangle. 




Draw the line A B. 

Mark off A C greater than one-half A B. 

With double this- distance on the circle maker, as a radius 
and A as a center describe the arc D E. 

With B as a center and the same radius describe the arc 
F G. 

Connect point of intersection H by straight lines with A 
and B. 



Lantern. 



EXERCISE CLXXII. 





135 



This exercise involves the use of the square and isosceles 



triangle. 



Draw rectangle as in Exercise CLXX. 
On front and back edges of each square construct an 
isosceles triangle. 

Decorate and paste. (See Exercise CLXX.) 



EXERCISE CLXXIII. 



Lantern. 




Eor seat work have pupils construct rectangle as given 
in Exercise CLXX and CLXXIL 

On front edge of each square construct an isosceles tri- 



angle. 



On back edge of each square construct an equilateral tri- 
angle. 

Decorate and paste. 



EXERCISE CLXXIV. 



Tray. 




136 



Construct 4-inch equilateral triangle. 
Construct sides. 
Bisect bottom edges. 

With these points of bisection as centers and a radius 
equal to A B, describe arcs. 

This exercise may be tied or pasted just as desired. 



Scaleue Triangle. 



EXERCISE CLXXV. 




Draw the horizontal line A B 5 inches long. 

With center A and radius 4 inches, describe arc C D. 

With center B and radius 3 inches, describe arc E F* 

Connect point of intersection G with A and B. 

A triangle is called scalene when no two of its sides arc 



equal. 



Work Basket. 



EXERCISE CLXXVI. 





Draw a 3-mch square and draw diagonals 
hrom center of square draw an eight circle 
4 mches on circle maker.) 

Extend diagonals to circumference of circle. 

137 



(This means 



With }i iiich on circle maker draw arcs which cut the 
circumference right and left of the diagonals. 

Correct- these points of intersection with corresponding 
'corners of square. 

If straight top is desired cut each side as indicated by 
dotted line. 

This exercise may be drawn on a larger scale and cut into 
parts. Each part is covered with cloth and tied together at 
corners. The bottom is punched at corners and tied to 
sides. 



EXERCISE CLXXVII. 

Envelope. 

Envelope Used for Finished Work. 




Envelope used for finished work. 

Every pupil should have an envelope in which to put 
written work, drawings, etc. 

Material. — Heavy manilla paper. 
Construct rectangle 16J/2 in.xi3^ in. 
For other dimensions see drawing. 



EXERCISE CLXXVIII. 

For seat work construct a hexagon measuring 4 inches on 
a side, another measuring 3 inches, a third measuring 2 
inches. Mount as in Exercise CLXV. 



138 



EXERCISE CLXXIX. 



Octagon. 




Construct the square. 

Draw the diagonals. 

With half the length of the diagonal as a radius and the 
corners of the square as centers, describe arcs, locating the 
corners of the octagon. 

Connect points, completing the octagon. 



EXERCISE CLXXX. 



Table. 



■V^ N 




Material. — Bristol board. 

Construct rectangle 123/2 in.x2j/^ in. 

Mark off V2 inch, measuring from the left edge. 

Draw dotted lines to mark width and length of table. 

Measurements for legs of table are made to the rignt 
and left of dotted lines. 

Score all dotted lines. 

After constructing table little or no difficulty will be 
encountered in constructing chairs, foot stools, couchec, 
etc. The same idea of frame work may be carried out i.i 
each. 

139 



EXERCISE CLXXXI. 



Match Safe. 






Construct rectangle 3^ in.x4 in. 
For other dimensions see drawing. 



EXERCISE CLXXXII. 



Brush Broom Holder 
Back. 




, ^ A'^ 



Construct rectangle 5 in.x4^ in. 

F^or other dimensions see drawing. 
Pocket. 

Construct rectangle 6 in.x4^ in. 

For other dimensions see drawing. 



140 



Letter Case. 



EXERCISE CLXXXIII. 





Construct rectangle 14 in.x4j^ in. 
For othei dimensions see drawing. 
Construct another rectangle 7 in.x4^ in- 
For other dimensions see drawing. 
Score dotted lines and fold like a fan. 



Pencil Holder. 



EXERCISE CLXXXIV. 






i i 1 i 
1 i i i i 

1 ' 1 1 1 ' 






1 1 1 1 1 

i ! 1 j i ; 

! 1 i : 
1 < 1 1 

i ! 1 i J 




K)^ 








x^'^J 





Draw a 3-inch square. 

Construct octagon. (See Exercise CLXXIX.) 

Complete as is shown in drawing. 

Score all dotted lines. 

Cut continuous lines. 

For base construct 5-inch square. 

Complete octagon. 

On edges of octagon construct semicircles. 

141 



EXERCISE CLXXXV. 

I. Make a box when finished, that will be i^ inches 
deep, 3j/2 inches wide and 5^/2 inches long. 
. 2. Make a box 5^ in.x334 in.xi>4 in. 

3. Make a box yyg in.x5>^ in.x2^ in. 

l/nfold — when pasting allow the parts to overlap. 



Sliding Pencil Box. 



EXERCISE CLXXXVI. 




S 



la 







s 




Make the box 7 in.x2 7-16 in.xi5-i6 in. (See Exercise 
CLXXXII.) 

Make cover 7 \n.x2y2 in.xi in. 



EXERCISE CLXXXVII. 

Kodac Picture Book. 



Material. — Piece of leatherette 12 in.x5 in. Gray felt 
paper for leaves. 

Turn in long edges of leatherette }i of an incli. Turn in 
short edges ^ inch. 

Cut away one thickness of corner. 

See drawing marked i. 

Turn back and cut the upper square in corner diagonally 
so as to give the appearance of mitred corner. See drawing 
marked 2. Leatherette corners of book covers are cut tlie 
same. 

142 



Cut felt paper iiy^ in.x43/ in. 

Glue only edges of felt paper and paste to inside of leather 
along- turned edges. 

Score dotted line and fold sides of cover together. 

Cut leaves of felt paper the size of lining and tie to cover 
with desired shade of babv ribbon. 



EXERCISE CLXXXVIII. 



Art Book. 




This exercise is very similar to Exercise CVII. 

The short edges of cover are connected with strip of cloth, 
giving a long narrow book. (See drawing.) The space 
between two sides of cover will depend upon the number of 
pages desired. Usually % of an inch is sufficient. The 
book here mentioned may be made with success in the fourth 
and fifth grades. Each grade should have a book but th^^ 
teachers must simplify to suit the various grades. 

Material. — For foundation use the same as in Exercise 
CXVII. For covering use ingrain wall paper. For cor- 
ners and back use leatherette. The leaves are made of the 
same shade of ingrain wall paper as was used for cover. 
Sew leaves in just as stubs were in Exercise CXVII. 

During the past three years great progress has been made 
along the line of art in our public schools. The Perry and 
Brown pictures are so reasonable in price that most any 
child, even in the poorer districts can afford to have at least 
one picture a month. 

The work along this line must be done systematically as 
well as all other phases of school work. If this is not done 
often a fifth grade teacher will be found using pictures that 
the pupils have already had in previous grades. 

143 



Let the teachers of a school get together and decide the 
number of pictures they wish to use in all grades during the 
year. Let this number be large enough so that, at least, 
ten pictures may be assigned to each grade. This will be 
one for each month of the school year. 

Allow all the first grades to use the same picture even 
though there are several such grades in the building. 

When these pupils are advanced to the second grade give 
the pictures chosen for this particular grade and so on 
through the building. All pupils remaining in the same build- 
ing from the first through the eighth grade will have had 
eighty pictures. 

When studying the picture each child should have a copy 
on his own desk. 

Most excellent language work is the outcome of such 
exercises. 

Art does for the eye what music does for the ear. It cul- 
tivates a taste for the beautiful and raises the ideals of th*^ 
observer. 



EXERCISE CLXXXIX. 

Folio for Newspaper Clippings. 




This folio is made of any number of manilla envelopes 
that may be desired. 

Construct rectangle i6yi in.xQ^^ in. 

For other dimensions see drawing. 

Round off all sharp corners as shown in drawing. 



144 



When the envelopes are completed two are pasted to a 
strip of linen cloth, leatherette, or good quality of cambric, 
very much as the covers in Exercise XCVII. or the laps 
in CLXXXVIII. (See drawing.) All are pasted together 
in this way — the second to the first — the third to the second, 
etc. The face of one envelope and the back of another 
always lie one upon the other like the pages of a book. 
When all are put together in this way the "first" and the 
"last" are glued to the inside of completed covers just as 
the envelopes were put together. 

There is no sewing required as in Exercise XCVII. 

Each envelope is marked to indicate the kind of clippings 
to be placed in it. 

The Cover. 

Cut covers lo in.x434 in. 

Use material mentioned in Exercise XCVII. 

Finish covers just as in Exercise XCVII. 



EXERCISE CXC. 



Portfolio. 



' 1 i 

\ i 

'<-.-->-■ !■■---) f — - -r * 



Construct rectangle i8 in.xi3 in. 

Cut along heavy lines. 

Score dotted lines. 

This exercise may be finished without freein':^^ the laps. 

Material. — Strawboard, jute board, or a light quality of 
binder's board, for foundation. 

Leatherette. — Marble paper for lining, strips of tape or 
ribbon for tieing. 

For cutting of material see Exercise CXVII. 



145 



EXERCISE CXCI. 



Portfolio. 




The drawing for this foHo is the same as that for Exer- 
cise CXC. Cut along dotted hnes instead of scoring 
them. 

With strips of cambric paste laps to cover, allowing a 
space of Ys inch. 

Paste or glue parts of cover together as shown in above 
drawing. 

For cutting of materials see Exercise XCVII. 



Portfolio. 



EXERCISE CXCII. 




Construct rectangle 20 in.xi4 in. 

This exercise shows another style of portfolio. 

It is made of the same materials as Exercises CLXXXV., 
and CLXXXVI. It may be made either as Exercise 
CLXXXVII., or Exercise CLXXXVIII. 



Address Book. EXERCISE CXCIII. 

This is a verv desirable little book and is made the same 
as Exercise CLXXXVII, only a little smaller. 

146 



Cook Book. EXERCISE CXCIV. 

The cover for this book is made the same as that of Exer- 
cise CLXXXVIII. 

The material used in covering is the white oil cloth such 
as is often placed on kitchen tables. This being water proof 
often prevents the book from being soiled. The leatherette 
may be usetl for corners. 

Ask the mothers of the children of a certain grade to con- 
tribute recipes for cakes, cookies, pies, etc. If there is a 
printing press *in the building have these recipes set up in 
type form. If the school does not possess a printing press 
allow the children to do the work in copying during the 
writing period. 

All are then bound in the book as in Exercise 
CLXXXIII. 



Guest Book. EXERCISE CXCV. 

The cover of the guest book is made of water color board 
and is decorated with water color paints and gilding. 

The two sides are not connected as in Exercise 
CLXXXIII, but are punched and tied down the back with 
ribbon. 

The leaves are made of plain white paper. 



Rhombus. EXERCISE CXCVI. 



c. 




Draw the base A B. 

Draw an oblique line A C, length=A B through A at any 
convenient angle to A B. 

Take A B as radius and B and C respectively as centers 
and describe the arcs E F and G H, which intersects at D. 

Connect D v/ith B and C. 

A rhombus is a parallelogram whose adjacent sides are 
equal. 

147 




EXERCISE CXCVII. 

Rhomboid. 

Draw the base A B. 

Draw A C at any convenient 
angle to A B. o-l 

With C as center and A B as radius describe arc E F. 

With B as center and A C as radius describe arc G H, 
the two intersecting at D. 

Connect D and C, and D and B. 

A rhomboid is a parallelogram whose angles are not 
right angles and whose adjacent sides are unequal. 



Drawing of Church. 



EXERCISE CXCVIII. 




In this exercise is given a variety of patterns which may 
be used as taberets. The exercises are based on exercises 
LXXVIII and LXXX. 



EXERCISE CO. 



stamp Holder. 




This exercise may be made from paper 43^2 icnhes square. 

From center of paper construct a 2^ inch circle. Inscribe 
hexagon. With radius equal to twice the perpendicular be- 
tween center and side ab, or any side (in this size y% inch). 
Construct a second circle. Extend sides of hexagon to cir- 
cumference of large circle as shown in drawing. Crease 
on straight lines always keeping one piece folded while next 
crease is being made. 

This folding turns the flaps in ; to have them turn out, 
spread case out flat after all creasing is done and turn out- 
side in. Decorate each flap in conventional design. Larger 
case may be made from paper 5^ inches square. Radius 
of inner circle i V2 inch. 



149 



EXERCISE CCI. 



Cathedral Windows. 




150 



Pupils studying the cathedrals of the Old World will 
thoroughly enjoy making designs for cathedral windows. 
This line of work affords a thorough review of the con- 
struction of various angles, circles, hexagons, etc. 



FREE HAND CUTTING AND TEARING. 



This line of work affords one of the best modes of ex- 
pression ever introduced into the primary grades of our 
public schools. 

EXERCISE ecu. 




EXERCISE CCin. 




EXERCISE CCIV. 




EXERCISE CCV. 



EXERCISE CCVI. 



153 



EXERCISE CCVII. 




EXERCISE CCVIII. 








EXERCISE CCIX. 





154 



EXERCISE OCX. 




EXERCISE CCXI. 




155 



EXERCISE CCXII. 




EXERCISE CCXIII. 



m 



«r 



EXERCISE CCXIV. 





156 



EXERCISE CCXV. 




EXERCISE CCXVI. 




EXERCISE CCXVII. 




157 



EXERCISE CCXVIII. 



"^^^ >rf 



^ 



EXEHCISE CCXIX. 




EXERCISE CCXX. EXERCISE CCXXI. 





158 



BASKETRY. 



During the past few years basketry has been proven a 
very beneficial Hne of hand work. To be of any vakie in 
developing originality and invention, as well as manual 
dexterity, basketry should not be merely imitative. 

At first, when one is learning, it is well to copy good 
models, but half the benefit and pleasure is lost if one con- 
tinues copying. 

As soon as possible original experiments should be under- 
taken, at first in well-known lines and with tested materials. 

In almost every vicinity home-grown materials are avail- 
able, that may be used instead of the commercial ones. This 
may enable you to devise an entirely different basket from 
any you have seen. Or, by preparing the material in a 
different way, or under different conditions, the result will 
be a novel basket. In the use of home-grown materials, 
there is a very wide field for experiment. 

Imported raffia and rattan are the most common mate- 
rials in use. 

The Indian makes use of yucca. From it is obtained the 
fiber for ropes, and coarse cloth, as well as the material for 
baskets. The leaves are split with the thumb nail. These 
parts are split again and the bunches of these splints are 
hung in the house tO' dry. 

When used they are buried in sand until pliable and tough. 
This suggests a method of using the leaves of cat-tails and 
rushes, when the worker is not able to obtain the yucca, or 
Spanish bayonet. 

Both the long and short pine needles may be used. It 
is interesting to note how much their color depends upc»n 
methods of drying. If the needles are cut green and dried 
in a dark room, the most beautiful ashen- gray will be the 
result. If allowed to hang on a cut bough, and dry in the 
bright sunshine, a rich, dark brown is the result. Any 
shade between the ashen gray and dark bro-wn is obtained 
by controlling the amoimt of light or sunshine. 

Rushes and many tough grasses that grow on marshy 
lands are useful in basketry. 

The root-like stem of the wire grass makes a good sub- 
stitute for the squaw grass used by the Western Indians. 

159 



The stems of many ferns and some librous roots are also 
used. The common corn husks may be used in coiled bas- 
kets with good results. 

The red and yellow willows are successfully used in the 
woven baskets. Many a farmer boy might construct with 
the willows large baskets to be used about the house. 
^ This does not exhaust the list of materials by any means. 
Frequently two or more materials are combined in one bas- 
ket with good results. 

While basketry has its limitations, it should not be omit- 
ted from any course of hand work in private or public school 
work. 

BRAIDING. 



Three Strand Braid. EXERCISE I. 

Commence all braids with large ends of raffia. Place the 
left hand strand over the center strand. Place the riglit 
hand strand over the center strand. Repeat until the desired 
length is attained. 

Add new strands by braiding their large ends along with 
the small ends of the old strands. 



Four Strand Braid. EXERCISE II. 

Place the left hand strand over the second and under the 
third strand. Place the right hand strand under the second 
and over the third strand. Repeat until the desired length 
is attained. 

Five Strand Braid. EZERCISE III. 

Place the left hand strand over the second and under the 
third strand. Place the right hand strand over the second 
and under the third strand. Repeat until the desired length 
is attained. 

Seven Strand Braid. EXERCISE IV. 

Place the left hand strand over the second and under the 
third and fourth strands. Place the right hand strand over 
the second under the third and fourth strands. Repeat 
until the desired length is attained. 

160 



Braided Mat. EXERCISE V. 

Make a braid of raffia five or six feet in length. Make a 
small, flat coil of the braid with the end on the under side 
of the mat. Sew the edge of the braid to the edge of the 
coil. Use split strands of raffia for sewing, running the 
stitches in the direction of the twists in the braid. 

Finish the mat by sewing the end of the braid on the 
under side of the mat. Fig. I. 




FIGURE I. 

EXERCISE VI. 

Braided Broom Holder. 

This holder is made with two mats — as dictated in 
Exercise V. 

Place the wrong side of the two mats together. Sew 
the right and left edges together with a thread of raffi?- 

Finish with a braided handle. 



Braided Basket. EXERCISE VII. 

To make the bottom of the basket, follow the dictation for 
Braided Mat, Exercise V. To form the side of the basket, 
turn the braid on edge. One long braid is used for the 
whole basket. Fasten the end of the braid on the inside 
of the basket. 

Finish with a braided handle. 



EXERCISE Vin. 

Braided Doll Hat. 

For beginning the hat follow the dictation as given in 
Exercise V. Work from the center of the crown and fmish 
on the edge of the rim. 

161 



The braid may be made smoother by ironing with a 
moderately hot iron. 

Hats of various shapes and sizes may be made with 
braids of raffia. A combination of natural and colored raffia 
makes very attractive braids. 



EXERCISE IX. 

Braided School Book Bag. 

Make a heavy three-strand braid, using six or eight 
lengths of raffia in each strand. Make a large oval mat. 
Lav the small ends of the mat together. With a thread of 
raffia sew the straight edges together. 

Turn back the small ends of the mat and fasten them on 
the outside of the bag. Finish with a heavy braided handle. 



WRAPPINa. 



EXERCISE X. 



Wrapped Napkin Ring. 




PLATE I. 

Make the foimdation of the napkin ring from heavy 

bristol board. Dampen the strands of raffia to be used. 

Hold the napkin ring by its lower edge. Place a strand of 

raffia on the inside of the ring with its large end close to the 

upper edge of the ring. 

1G2 



HoW the end of the raffia in place and wind up on the 
outside and down on the inside of the ring. Wind over the 
end until it is securely fastened. When inserting a new 
strand wind over the end with the old strand. Pick up the 
new strand and fasten the end of the old strand in the same 
manner. 

See that the ring is closely covered with the strands. 
Fasten the end of the last strand by sewing it through the 
ring. The edges may be left plain or sewed over and over 
with separate strands of raffia. 

Strands oif colored raffia or ribbon may be run in and out 
through the strands of raffia around the center of the napkin 



Pin Cushion. EXERCISE XI. 

Make a napkin ring w^ith a plain edge as dictated in 
Exercise X. Make an oval cushion of silk and fasten it 
inside the ring. Decorate the center of the ring with baby 
ribbon, using the same color as for the cushion. Finish 
with a braided hanger, fastening it under the edges of the 



Hair Pin Receiver. EXERCISE XII. 

Make a napkin ring with plain edge as dictated in Exer- 
cise X. 

Crochet long chains with worsted. Loop the chains back 
and forth through the ring, fastening them in place with 
threads of raffia. 

Finish with a hanger of braided raffia. 



EXERCISE XIII. 

Wrapped Round Basket. 

The side and bottom of a round box, covered separately, 
are used for this basket. 

For covering the side, follow the dictation as given in 
Exercise X. 

Perforate the center of the bottom. With a thread of 
raffia sew through the center and over the edge, until the 
bottom is well covered on both sides. 

Sew the bottom and side together. 

Finish the top of the basket with a separate braid laid 
around the outside. 

Use a braided handle. 

163 



EXERCISE XIV. 

Wrapped Broom Holder. 

Draw and cut out, from light weight bristol board, two 
4-inch circles. For covering the circles, follow the dictation 
for the bottom of the Wrapped Round Basket as given in 
Exercise XIII. 

Finish as dictated in Exercise VI. 



EXERCISE XV. 

Wrapped Oblong Box. 

Break an oblong box into its parts, leaving the four sides 
intact. Omit using the sides to the cover. 

For covering the parts, follow the dictation as given for 
the Wrapped Napkin Ring in Exercise X. Sew the parts 
together, attaching the cover on one edge of the box. 

Finish the outside edges with fancy braids of raffia. A 
bow of ribbon makes an attractive decoration for the cover. 



EXERCISE XVI. 

Wrapped Circular Box. 

Break a box into its parts. Omit using the side to the 
cover. 

For covering, follow the dictation as given in Exercise X. 

Sew the parts together, attaching the cover at one point. 

Finish the cover with a bow of ribbon. Finish the out- 
side edges with fancy braids. 



Picture Frame. EXERCISE XVII. 

Draw and cut from light weight straw board, square, cir- 
cular, or oval frames of desirable sizes. 

Follow the dictation as given in Exercise X for Wrapped 
Napkin Ring. 

Finish with a braided hansrer. 



EXERCISE XVIII. 

Picture Frame with Fringe. 

Draw and cut from light weight straw board circular or 
oval frames. Cut a small oblong from the straw board over 
which to wind the fringe. Thread a needle with raffia, 
tying a knot in the small end. 

164 



Sew through the frame, brinp;-ing- the needle to the front 
side and leaving the knot on the back side of the frame. 
Wind the thread down on the front and up on the back 
(wind around the frame twice for the first stitich). Hold 
the oblong close to the upper edge of the frame. Bring the 
thread to the front between the oblong and frame. Wind 
up on the front and down on the back of the oblong. Bring 
the thread to the front at the right of the fringe. Place the 
needle under the loop on the front of the frame, going 
toward the left and back between the oblong and the frame. 
Carry the thread around the one loop of the fringe. The 
thread must now be at the right of the fringe and on the 
front side of the frame. 

Place the needle under the front loop of the fringe, com- 
ing down from left to right, down through the loop around 
the fringe, bringing the needle through on the front side 
of the frame. 

This completes the knot. Figure II. 




FIGTURE II. 



Remove the oblong after making each loop of the fringe. 
Repeat the dictation until the frame is covered. 

Knot the new threads to the old ones, close to the back 
of the frame. 

Finish with a braided hanger. 



165 



EXERCISE XIX. 

Wrapped Wire Basket. 

From fine wire cut sixteen 12-inch lengths. 

Arrange in sucli a position that they will form the radii 
of a circle cut into thirty seconds. Tie in position with 
fine thread or split raffia. 

Beginning at the center, with one strand of raffia, wrap 
around the lengths of wire. 

To introduce new threads, wrap the beginning of the new 
thread, along with the ending of the old thread. 

Shape the basket as the wrapping progresses. 
Finish the ends of the wire by bending them into small 
loops and winding them with raffia. 




PLATE IL. 



166 



WEAVING. 



EXERCISE XX. 

Handkerchief Holder. 

This handkerchief holder is made with two contrasting 
shades of hat braid. A wooden frame is used for the weav- 
ing. Tack the lengths of braid to be used for the war^i, 
along the upper and lower edges of the frame. For weav- 
ing, use lengths of braid long enough to cross but once. 
Press the weavers close together. 

When the weaving is completed, remove the tacks and 
trim evenly the ends of the weavers and warp. 

Bind the four edges of the woven square with ribbon. 
Turn the four corners to the center. Sew the bound edges 
together within two or three inches of the center. Dampen 
the braid and roll the four corners up and back. 



Mat. EXERCISE XXI. 

Draw on a square of light weight bristol board, a circle 
of desirable size for the mat. 

Divide the circle into eighths, sixteenths or thirty-seconds, 
according to size. Number the radii as in drawing. 





"•<- 






'k 


"\ 




/y\ 


t-iC 


N 


\ 


/\ 


1:^ 


"^ 


■^ 


L^'^"'^'^ W 


\^ 




^ 


^r^^^-^/ 


ll\^ 


/' 


/ 


\\/ ^ 


Y 


-/ 


f 


V^ 




/f- 


^ 


7^ 



Thread the needle and tie a knot in the small end of the 
raffia. 

Bring the needle through i, leaving the knot on the back 
side. Carry the thread across to 9, through to the back 
and on to 8; up through 8, across to 16, through to the 



167 



back and on to 15; up through 15, across to 7, through to 
the back and on to 6; up through 6, across to 14, througn 
to the back and on to 13; up through 13, across to 5, 
through to the back and on to 4 ; up through 4, across to 
12, through to the back and on to 11 ; up through 11, across 
to 3, through to the back and on to 2 ; up through 2, across 
to 10, through to the back and up half way between 9 and 
10. Bring the thread back to the center (making an odd 
number of strands). Here the thread is tied securely to 
the centers of the other strands. Begin weaving at the cen- 
ter,' going over one and under one thread. 

Weave a new thread along with the old one for two or 
three inches, thus avoiding knots. When the weaving is 
finished close to the edge, cut the threads, with which the 
mat was strung, between 2 and 3, 4 and 5, 6 and 7, etc., 
on the back side of the mat. Remove the straw board. 

Tie the cut ends in twos, in hard knots. Go round the 
edge again, tying the right hand strand of one knot to the 
left hand strand of the next knot. 

These mats are very effective for decorations when woven 
in colors. 



EXERCISE XXII. 

Broom Holder. 

Draw two 4-inch circles on light weight straw board. 
Weave two mats as dictated in Exercise XXL Make Broom 
Holder as dictated in Exercise XIV. 



EXERCISE XXIII. 

Woven Book Bag. 

Draw and cut from light weight straw board an oblong, 
10 inches long and 8 inches wide. 

String the bag with twenty strands of raffia, placing them 
around the oblong and tying them along the upper lo-inch 
edge. 

Commence the weaving, from right to left, close to the 
lower lo-inch edge. 

Weave the new strands along with the ends of the old 
strands for two or three inches. 

168 



As there is an even number of strands in this bag, the 
weaver must be passed over two strands at the beginning 
of each round. 

Weave close to the upper edge. Untie the strands along 
the upper edge ho.ld the bag open, and knot the strands 
together, tying one to the next strand on the right, in a 
hard knot. 

The edge may be finished with a flat braid, sewed over and 
over, or with a button hole stitch. Use two braided 
handles. 



Work Bag. EXERCISE XXIV. 

On a square of light weight straw board, araw a 5-inch 
circle, to be used for the bottom of the bag. 

Perforate the center of the circle. Make an odd number 
of perforations, about j/2 inch apart, along the circumfer- 
ence. 

Thread the needle and tie a knot in the small end of the 
raffia. Bring the needle up through the circle, close to the 
center perforation ; down through the center and up through 
one perforation on the circumference ; down through the 
center and up through the next perforation on the circum- 
ference, etc., until the circle is strung on both sides. Tie 
the end of the thread to a strand close to the center perfora- 
tion. 

While stringing the circle, new threads are tied to the 
ends of the old ones. Keep all knots on one side of the 
circle. 

Cover both sides with plain weaving, following the dic- 
tation as given in Exercise XXI. 

After weaving close to the circumference, break away the 
edge of the straw board. 

Make a fancy, silk bag and attach to the bottom by sewing 
over and over. 

Draw^ strings of narrow ribbon to match the bag, or 
braided raffia to match the bottom, finish the Work Bag. 

A useful Table Mat may be made by following this dic- 
tation. 

Two mats woven in this manner may be used for a Broom 
Holder. 

169 



EXERCISE XXV. 

Raffia Pillow. 

Construct a wooden frame, the desired size for the pil- 
low. Place tacks, ^ in. apart, along the upper and lower 
edges of the frame. Select long, smooth strands of raffia 
for the warp. 

Place the center of one strand around one corner tack on 
the upper ed^j^e. Tie the two ends in a hard knot around 
the corresponding tack on the lower edge. Continue plac- 
ing strands in this manner until every tack has been used. 

Begin weaving along the lower edge, going under and 
over the strands of the warp, between the right and left 
edges of the frame. Place tacks along the right and left 
edges as they are needed. Tie the ends of the weavers along 
the same edge of the frame. 




FIGURE III. 



Each w^eaving strand must be pressed close to the strand 
which proceeded it. 

These pillows may be woven in plain colors, in stripes, or 
in plaids. 

When the weaving is finished, remove the tacks along 
the back and right edges, so the raffia top may be removed 
without breaking the strands. 

Use the same frame for weaving the other side of the 
pillow. 

170 



After the two sides are woven, lay them together and sew 
three edges over and over. (Use raffia for sewing.) Stuff 
the pillow with raffia and sew the fourth edge over and 
over. 

Finish the edges with two braids. One laid close to the 
edge on the back side of the pillow. The other, laid close 
to the edge along the front side of the pillow. 

To make a pillow of carpet warp and raffia, follow the 
preceding dictation, using the carpet warp for the warp of 
the pillow and raffia for the weaving. 

Finish with a fringe of the warp. 



EXERCISE XXVI. 

Handkerchief Holder. 

Use a wooden frame and weave a square with raffia as 
dictated in Exercise XXV. 

Turn the four corners to the center. Sew the turned 
edges of the square together, within two or three inches ot 
the center. 

Dampen the raffia and roll the points up and back. Fin- 
ish by sewing a fancy braid over the seams. 




PLATE III. 
171 



KNOTTING. 



Twine Holder. EXERCISE XXVII. 

' Select eighteen long, smooth strands of raffia. Place the 
ends of one strand together, thus forming a loop at the 
center. Hold a pencil in the left hand. Bring the loop 
over the top of the pencil from the back. Pass the two 
ends up through the loop, pulling them down until the 
loop is held close to the pencil. In this manner, loop 
the remaining strands on to the pencil. 

The knotting is done working from left to right. Leav- 
ing one strand on the left edge, knot the second and third 
strands. 

Hold the two strands together. Bring the tw^o ends up 
and around to the back, across the back of the two strands 
and through the loop to the front. Pull the ends down into 
place, leaving the knot ^ inch from the pencil. Continue 
in this manner, knotting the fourth and fifth, the sixth and 
seventh, etc. One strand will be left on the right side, cor- 
responding to the one on the left side. In knotting the sec- 
ond row two strands are left on either side. Tie until the 
knots assume a V shape. 

The pencil is now slipped out and a braid of raffia is run 
through the loops. This finishes the top of the Twine 
Holder. 

The first two loose strands at the top are knotted 
together. Then the two pairs which follow, and so' on until 
the loose strands are all knotted. 

Gather up the bottom of the holder, tying it with a strand 
of raffia. Cut the ends of the strands a uniform length. 



Shopping Bag. EXERCISE XXVIII. 

Draw and cut from light weight straw board an oblong, 
lo inches by 8 inches. 

On each 8-inch edge, close to the upper lo-inch edge, cut 
notches. Use two braids of raffia for draw strings. Place 
one braid around the oblong, tying in the left hand notch. 
Place the other braid around the oblong, tying in the right 
hand notch. On each side of the oblong and over both 
braids, loop 20 strands of raffia, as dictated in Exercise 

172 



XXVII. - We will handle these strands of raffia in pairs. 
The two outer strands will be knotted around the two inner 
strands. 

Hold the two inner strands in the left hand. Place the 
right hand strand over the two inner strands. Bring the 
left hand strand down over the part of the right hand strand 
which lies on the left of the two inner strands. Now the 
left hand strand is passed along to the right, under the two 
inner strands and up through the loop formed by the right 
hand strand. This completes the first half of the knot. 

The left hand strand is placed across the two inner 
strands. The right hand strand is brought down over the 
part of the left hand strand which lies to the right of the 
two inner strands. Now the right hand strand is passed 
through the two inner strands and up through the loop 
formed by the left hand strand. 

Pull the ends outward — one to the left — one to right and 
you will have a finished flat knot. Continue in this manner 
— handing the next two pairs and so on, until the first row 
of knots, going across both sides of the oblong, is com- 
pleted. 




FIGURE IV. 



173 



In the second row the right hand strand of one knot and 
the left hand strand of the next knot are held together and 
the knot is tied with the two strands on either side of them.. 
Care nnist be taken to keep the meshes even. 
• When the bottom of the oblong is reached, the two sides 
are joined by placing the meshes and knots evenly together 
— and tying together a knot from the front and a knot from 
the back with two of their outside strands. 

Cut the ends of the raffia a uniform length to make u 
good finish. 

A pretty Twine Holder may be made in this manner by 
splitting the strands of raffia and making smaller meshes. 



EXERCISE XXIX. 

Catch All (Knotted). 

Secure a small brass ring. Into it, loop eight long, red 
strands of raffia, as in Exercise XXVII. We will call those 
strands leaders. The knot in this basket is tied as in Exer- 
cise XXVTII. 

On to every two red leaders, knot six strands of natural 
colored raffia. Place a strand under the twa leaders, at 
right angles with them. Then proceed to tie the knot. 
Every knot must be pressed close to the brass ring, thus 
forming a symmetrical center for the bottom of the Catch 
All. 

Between every two pairs of leaders we have twelve 
strands of natural colored raffia. (Six strands pointing to 
the left — six strands pointing to the right.) Gather the 
twelve strands into one hand and tie together, using the 
first leader to the right and the first leader to the left for 
tying the knot. Tie around in this manner. 




FIGURE V 



The next, step is an Important one, for upon it depends the 
shaping of the Catch All. The two leaders, between two 
knots, naturally lie toward each other. They are tied to- 
gether in an ordinary hard knot. To make the bottom of the 
Catch All flat, the leaders are tied so as to allow the work 
to lie flat. To make the bottom rounded and later to draw 
the sides into shape, the leaders are drawn closer together. 
Tie all the leaders in this manner. 

Now the first half of the figure is finished. Hold a 
leader, which points to the right, in the right hand. T:l e 
six strands from the knot on the right, and in their order, 
tie them in a hard knot on to the leader held in the right 
hand. 

Take the other leader which points to the left and hold 
it in the left hand. Take six strands from the knot on the 
left and in their order tie them in hard knots, on to the 
leader held in the left hand. Tie once around in this man- 
ner. The two leaders fall together at the bottom of this 
figure. Tie them close together in a hard knot. The fig- 
ure is now complete. Repeat the exercise until the desired 
shape and size is attained. The Catch All may be finished in 
several ways. The ends of the raffia may be braided and 
looped over to the inside, where they are fastened. 

The ends along the edges of each scallop may be run 
each way from the upper point, passing through all the 
knots, and 'being cut off at the lower point of the scallop. 

The ends may be run each way, through all the knots, 
to the upper point of the scallop, and tied in a small tassel. 

The edge, if finished without the tassel, may be bound by 
sewing over and over with narrow ribbon or raffia. Use a 
braided handle. 

A pretty silk lining adds to the beauty of the Catch All, 



EXERCISE XXX. 

Catch All (Knotted and Woven). 

Follow the dictation as given in Exercise XXIX, until 
the first figure is completed. 

Between two pairs of leaders we have twelve strands of 
raffia, six pointing to' the right and six pointing to the left. 

175 



The six strands pointing to the left are woven (one at a 
time) over and under the six strands pointing to the right. 
After the weaving of this square is finished, tie the ends 
onto the leaders which lie next to them. The figure is 
completed by tying the two leaders together in a hard knot. 




FIGURE VI. 



Alternating the rows of the knotted figure with the rows 
of the woven squares, makes a very effective figure. 
Finish as dictated in Exercise XXIX. 



EXERCISE XXXI. 

Fancy Hats. 

Hat crowns to be used over wire frames, may be con- 
structed bv using the dictation in Exercises XXIX and 
XXX. 

Use a ring of raffia in the place of the brass ring. 

Split the strands of rafiia, and use ten or twelve leaders 
with five strands tied on to them. As the crown increases 



176 



in size two or three extra strands may be looped on the 
edge of a figure between the leaders. In this way the fig- 
ures may be woven closely to the edge of the rim. 




PLATE IV. 



RATTAN. 



EXERCISE XXXII. 

Circular Rattan Mat. 

Soak a No. 4 and a No. 2 reed until very pliable. From 
the No. 4 reed cut six 12-inch spokes and one 7-inch spoke. 

With a hrge needle, split three of the 12-inch spokes in the 
center. (These incisions must be long enough to allow the 
remaining number of spokes (four) to pass through them.) 

Push half the length of the remaining three 12-inch spokes 
through the three incisions. The six spokes, now in 
groups of three, are lying at right angles with each other, 
forming upper, lower, right hand and left hand groups. 

Place the 7-inch spoke between two of the 12-inch spokes, 

177 



pushing it just through the incisions. This gives the odd 
number of spokes necessary for plain weaving. 

With a strand of raffia, bind once around the upper group 
.of spokes — once around the right hand group, lower group 
and once around the left hand group. Continue in this 
manner until the raffia is carried around the mat again. 




Beginning with the upper group, the spokes are sepa- 
rated and the weaving begins (using the same strand of 
raffia). 

Continue weaving with raffia until the sharpened end of 
the pliable No. 2 reed can be pushed down beside one spoke 
between the woven strands of raffia. Press the reed close 
to the raffia and continue weaving with the reed. The ends 
of the strands of raffia are cut off close to the mat. The 
spokes must be radiated evenly and the weaver carefully 
pressed over and under the spokes. 

To fasten the end of the weaver, sharpen the point and 
push it down beside one of the spokes. To introduce a 
new weaver, sharpen the point and push it down on the 
other side of the same spoke. 

When the weaving is finished, cut the ends of the spoken 
a uniform length (about two inches) leaving the ends 
sharpened. Soak in warm water until very pliable. Care- 
fully bend the end of the first spoke, and push it down beside 
the second spoke. Rind the end of the second spoke and 
push it down beside the third spoke. Continue in this 
manner until all the spokes are fastened. 

178 



Or, the- end of the first spoke m:iy be carried across the 
second and pushed down beside the tlurd spoke, etc. 

At least an inch of each spoke should be pressed below 
the edge of the mat to make a secure fastening. 



Oval Rattan Mat. EXERCISE XXXIII. 

Soak two or three No. 2 reeds until very pliable. Cut. 
six 12-inch spokes, four 8-inch spokes and one 5-inch spoke. 

Along the centers of the 12-inch spokes, make four short 
incisions, ^ of an inch apart. 

Push the four 8-inch spokes through the four incisions 
along the 12-inch spokes. 

Insert the 5-inch spoke beside an 8-inch spoke. 




Hold the mat with the 8-inch spokes running from right 
to left. 

Place the end of a long, pliable reed, back of the 12-inch 
spokes, above the upper 8-inch spoke, with its end pointnig 
to the right. 

Wind the reed around in front of the 12-inch spokes, 
down, back of the upper or first 8-inch spoke, to the left 
and around in front of the 12-inch spokes, just below the 
first 8-inch spoke. It is then carried down back of the 12- 
inch spokes, tO' the left and below the second 8-inch spoke, 
the second spoke. Bend the end of the second spoke and 
around in front of the 12-inch spokes, back to the right across 
the 12-inch spokes, just above the second 8-inch spoke. It 
is carried across the front and back, down to the left, just 
below the third 8-inch spoke. Continue in this manner until 
the four 8-inch spokes are securely bound by the end of the 
weaver. 

Begin weaving over and under, gradually radiating the 
spokes. Press each row of weaving, close to the one which 
preceded it. 

179 



EXERCISE XXXIII. 

For fastening the end of the weaver, introducing new 
weaver and for finishing, follow the dictation as given in 
Exercise XXXII. 



EXERCISE XXXIV. 

Circular Basket. 

To commence a circular basket see Exercise XXXII for 
Circular Mat. 

The spokes must be cut from reeds two sizes larger than 
the size used for the weavers. 

When the center or the bottom of the basket is the desired 
size, soak the spokes and carefully bend them upward. 

Continue weaving from left to right, working on the 
outside of the basket. 

Keep the bottom on a flat surface and do the shaping 
gradually. 

For introducing new reeds and finishing see Exercise 
XXXIL 

Baskets of various shapes and sizes may be made in this 
manner. 

In making a large basket, extra spokes are needed when 
weaving the side. They may be inserted after the bottom is 
finished and the spokes are turned upward. 

Weaving may be varied by using two or three reeds at 
one time. 

Two weavers may be carried along as one weaver and 
woven over and under an odd number of spokes. This is 
called "Double Weaving." 

Two reeds may be started beside succeeding spokes and 
crossed between them, so that what was the upper weaver 
will be the under weaver the next time. This is called the 
"Double Twist." 

Three weavers may be started beside three succeeding 
spokes, and brought in their order, starting with the first 
one, over two and under one spoke — each weaver being 
left to the back of the third spoke. This is called "Triple 
Twist." 

180 



EXERCISE XXXV. 

Oval Basket. 

To commence an oval basket see Exercise XXXIII for 
Oval Mat. 

The spokes must be cut from reeds two sizes larger than 
the size used for weavers. 

For shaping and finishing see Exercise XXXIV. 



EXERCISE XXXVI. 

Fancy Fruit Basket. 

From pliable No. 3 reeds, cut thirty-two 24-inch lengths. 
Separate the lengths into groups of eight. Arrange the 
groups in such a position that they form the radii of a cir- 
cle, cut into eighths. Bind, in this position, with strands 
of raffia. (The strands are removed when the weaving is 
finished.) 

Begin weaving an inch from the center with two No. 3 
reeds. The ends of the weavers are fastened after the 
weaving is completed. 

Separate the groups of eight into groups of two, and 
weave three inches of "Double Twist" weaving as dictated 
in Exercise XXXI\\ 




The ends of the weavers are fastened by pressing them 
down beside a group of spokes. 

Each group of spokes is carried over the next group on 
the left, under the second, over the third, under the fourth, 
and outside down by the weaving, making a loop 3 inches 
high. When the loops have been made even on all sides, 
press the basket into shape with the bauds. 

The ends are finished by cutting them to sharp points, 
and pressing them between the loops of weaving, beside the 
spokes on the bottom of the basket. 



EXERCISE XXXVIl. 

Waste Basket. 

Construct from wood a circular bottom 8 inches in 
diameter and Yi inch in thickness. 

No. 6 reeds are used for the spokes and No. 4 reeds for 
the weavers. 

On the upper surface of the bottom, Va inch from the 
edge, bore small holes ^ inch apart. 

These holes must not extend through to the lower sur- 
face and must be large enough to hold the No. 6 spokes. 

Dip one end of each spoke in glue and place in position 
on the wooden bottom. 

To strengthen the basket, a headless brad may be driven 
from the edge through the end of each spoke. 

Commence weaving close to the bottom with No. 4 reeds. 
An even number of spokes requires weaving with two reeds. 
(Double Twist.) 

The edge of the bottom may be finished with a braid of 
reeds. 

The ends of the spokes are finished by carrying one back 
of the next one on its left, in front of the next one, and 

182 



back of the next one. This makes a firm edge and the ends 
are cut off after the edge is finished. 




PLATE V. 



EXERCISE XXXVni. 

Woven Napkin Ring. 

On straw board, draw an oblong 63^ in. by 2 in. Make 
preparations at the corners, also along the 2-inch edges, y'z 
in. apart. 

Soak a No. i reed until very pliable. Tie a knot in one 
end. Bring the reed through one corner perforation — leav- 
ing the knot on the back — down to the opposite corner per- 
foration, through to the back, and along to the next per- 
foration on the same edge. Up through this perforation 
and across to the corresponding perforation on the opposite 



183 



edge. Continue in this manner until the reed passes 
through each ferforation. Finish with a knot on the back 
side. 

With strands of raffia, weave back and forth until the' 
reeds are closely covered. Break away the straw board. 
Sew together the ends of the napkin ring. 



EXERCISE XXXIX. 

Picture Frames. 

Di'aw a circle within a circle, or an oval within an oval. 
Divide into sixteenths or thirty-seconds, according to size. 
Perforate at the points where the radii cut the circles and 
number as in figure. 

Soak a No. i reed until very pliable. (Ex. XXXIX.) 
Di"aw the end of the reed through i, leaving 12 inches 
of the reed on the back side of the frame. Bring the reed 
across to 17, through 17, on to 18; up through 18, across 
to 2, throngh 2, and on to 3 ; up through 3 and across to 9. 
Continue in this manner until the frame is strung with the 
reed. Use the ending of the reed weaving in and out , 
along the large circle on the back of the frame. Use the 
beginning of the reed weaving in and out, along the small 
circle on the back of the frame. 




Weave with two strands of raffia at the same time — one 
strand going over the reed — the other strand going under 
the same reed. Contrasting colors make efifective frames. 
Introduce new strands as dictated in Exercise XXI. 

W^eave close to the outer edge and break away the straw 
board. 



EXERCISE XL. 

Continuous Coil Basket. 

Soak a No. 2 reed in hot water until pliable. Dampened 
raffia makes the work more even and smoother. 

Thread the needle with the large end of the raffia. 

Scrape the reed, with a knife, 1/2 inches from the end 
finishing with a sharp point. 

Hold the reed in the left hand and wind the thread, care- 
fully around the scraped portion. Wind toward the point. 
Shape the covered end into a round coil and sew firmly 
through the center until the coil is securely fastened. See 
that the coil is well covered with raffia. 

Run eight or ten threads of raffia along with the reed. 

Wind the thread over the reed, working from you. 
Bring the needle through to the front, by pushing it through 
the coil of reed and raffia. This is simply stitching over 
and over the one coil. 




FIGURE VIII. 

Introduce a new thread by placing it along the reed and 
working over it until the end is securely fastened. Thread 
the new strand and work over the end of the old one, until it 
is securely fastened. 

To introduce color, proceed in the same manner as in 
introducing new threads. Do not cut the threads in chang- 
ing from one color to another, but carry them along with 
the reed and work over them. 

In filling out designs, stitches are not counted as would 
naturally be supposed. The design must be filled in solid 
and may take more or less stitches, according" to the size 

185 



of the thread. A pattern, of the design to be used, may be 
cut from paper, and laid on to the basket as the work pro- 
gresses. 

After the bottom of the basket has been made the desired 
size, begin shaping the side by holding the reed directly over 
the last coil. 

To splice the reed, scrape the ends, to be spliced, two 
inches from the points, and place together, lapping one over 
the other, so that the size of one reed may be kept. 

Continue weaving, holding the ends together until they 
are securely fastened. 

Finish the basket by scraping the reed to a point and fin- 
ishing the coil off gradually. 

This basket may be made with a rope of raffia or an ordi- 
nary clothes line rope for the foundation. 



EXERCISE XLI. 

Navajo Weave. 

To commence a round basket, proceed as in Exercise XL. 
Bring the thread back between the coil and reed, over the 
reed to the front and back between the coil and reed. Brinii 
the needle through to the front under the coil. The stitch 
is now complete. 




FIGURE IX. 

As the coil progresses, each stitch is passed between two 
stitches of the coil beneath. 

For introducing new threads, color, design, splicing the 
reed and finishing, see Exercise XL. 
Oval Basket — Navajo Weave. 

To commertce an oval basket, measure off six or eight 
inches of the reed and carefully bend at this point. 

186 



Hold in the left hand, the two' reeds, keepnig the short 
end underneath the long one, and the bent end toward the 



right hand. 



Commence weaving by wrapping the raffia several 
times around the bent end. 

Commence weaving the Navajo stitch. Draw the thread 
firmly and do not let the reeds spread apart. 



EXERCISE XLII. 

Needle Basket. Navajo Weave. 

This attractive and useful article may be made by weav- 
ing over a No. i reed a small Navajo basket. 

Make a small cushion to fit the basket. Fasten th*^ 
cushion in place with threads of raffia. 



EXERCISE XLIII. 

Mariposa Weave. 

To commence an oval basket follow the dictation in Exer- 
cise XL. 

After the bent end is smoothly covered, bring the thread 
over the long reed from the back down between the two 
reeds, around the short reed and down between the two 
reeds again. Bring the thread up between the two reeds at 
the right of the stitch and down between the two reeds at 
the left of the stitch. This completes the stitch. Both 




FIGURE X. 



reeds are wound toward you. This is sometimes called the 
Open Work Stitch. 

For introducing new threads, color, design, splicing the 
reed and finishing, see Exercise XL. 



187 




PLATE VI. 

EXERCISE XLIV. 

Lazy Squaw Weave. 

To commence a round basket follow the dictation as 
given in Exercise XL. 

This is a long and short stitch. 




FIGURE XI. 

Hold the coil in the left hand. Wrap the raffia toward 
you and around the reed, then over the reed again and 
down through the center of the coil. This gives the long 



188 



stitch, while wrapping the reed once gives the short stitch. 

In the Lazy Squaw Weave the thread is wound toward 
you just the opposite of the winding in the Navajo Weave. 

For introducing new threads, color, design, splicing the 
reeds and finishing, see Exercise XL. 



EXERCISE XLV. 

Large Coil. Lazy Squaw Weave. 

To commence the basket, follow the dictation as given 
in Exercise XL., using a No. 2 reed. Gradually introduce 
three more No. 2 reeds and eight or ten strands of raffia. 

Wind the coil three or four times in making the short 
stitch, then down through the coil once for the long stitch. 

Keep the coil a uniform size by introducing new reeds 
and strands of raffia. 

For introducing new threads, color, design, splicing the 
reeds and finishing, see Exercise XL. 



Crochet Stitch. 



EXERCISE XLVI. 

Lazy Squaw Weave. 




PLATE VII. 



To commence this basket, follow the dictation as given 
in Exercise XL., using a No. 2 reed. 



189 



The coil is divided into eight equal parts by the long 
stitch of the Lazy Squaw Weave. 

In the second round the long stitch falls directly upon 
the long stitch of the first round. 

Working from you as in the Lazy Squaw Weave split' the 
long stitch in the first coil. 

The ribs formed by these split stitches must radiate evenly 
from the center of the basket. 

To keep the basket firm, long stitches, forming new 
ribs, are introduced as the basket progresses. 

For introducing new threads, color, design, splicing the 
reed and finishing, see Exercise XL. 



EXERCISE XLVII. 

Porno Bam Tush. 

Soak a No. i reed until pliable. Cut eight lengths. Take 
four of these reeds and lay them parallel to each other. 
With a strand of raffia weave over and under through the 
centers of the reeds, until you have a square of weaving. 
Make two of these sets of weaving. 




FIGURE XII 



Place the two sets together, crossing them at right angles, 
and having the ends of the two weavers come together. 

Commence weaving around the center using both threads 
—one thread passing over the reed while the other passes 
under the same reed. 

After weaving around four or five times, insert two extra 

reeds in each corner. 

190 



Now begin radiating the reeds making a complete circle. 
The weaving must be firm and close. 

To introduce new threads, weave the new threads along 
with the old ones for several inches. Then push the old 
thread on the inside of the basket. The ends of the threads 
are cut off after the basket is completed. 

This basket is shaped over a form — a medium sized bowl 
is convenient. 

The bottom of the basket must be woven as large as the 
bottom of the bowl. 

Place the bowl on the woven bottom and fasten securely 
by tying over the top of the bowl with extra threads of 
raffia. The weaving may now be continued, pressing the. 
reeds close to the bowl. Two or more colors are attractive 
in this weave. 

Finish the reeds at the top as dictated in Exercise 
XXXII., for edge of Circular Mat. 



EXERCISE XL VIII. 

Covered Bottle. 

To be nicely covered a bottle must have a rounded shoul- 
der. 

From flat reeds, cut eight lengths. Place four lengths in 
such a position that they form the radii of a circle cut into 
sixteenths. Fasten the reeds in position by tying with 




thread or fine raffia. Weave with two threads of raffia as 
dictated in Exercise XXXIX. 

Arrange the remaining four reeds as the first four were 
arranged. (Ex. XLVIII.) 



191 



After weaving on the first set of reeds until the bottom 
is nearly completed, place the second set over the first set, 
cutting the circle into thirty-seconds. Continue weaving 
until the desired size for the bottom is obtained. 

Fasten the weaving to the bottle by tying with extra 
threads. 

Continue weaving and introduce new threads as in Exer- 
cise XXXIX. 

Finish at the top by trimming ofif the ends of the reeds. 
Fasten the ends of the last weavers by running them down 
next to the bottle with a needle. To cover bottles with 
round reed follow directions as given in Exercise XLVII. 




PLATE VIII. 



EXERCISE XLIX. 
Carpet Warp Hammock. 

On strawboard, draw an oblong lo inches long and 7 
inches wide. 

Along the lo-inch edges, place dots Va and % of an inch 

from the corners. Connect the corresponding dots with 

straight lines. 

192 



Along each 7-inch Hne, within the oblong, place dots >4 
of an inch apart. Connect with straight lines, the corres- 
ponding dots along the two inside lines on each 7-inch edge 
of the oblong. 

Bisect the 7-inch edges of the oblong. Take 10 inches 
on the circle maker, use the points of bisection for centers, 
and draw arcs on each 7-inch edge of the oblong. 

Along the length of each arc make perforations at the 
points where the half-inch lines cut the arcs. 

Fasten two brass rings, on the back side at the center of 
the oblong. 

Carry the thread of warp from one ring on the back, 
througii the corner perforation to the front, across to the 
corresponding perforation on the opposite edge, through 
to the back and loop it through the other ring. Continue 
in this manner until the warp passes through each perfora- 
tion. Weave straight across the warp, leaving loops of the 
weavers along the lo-inch edges for fringe. 

The short rows across each end of the oblong are woven 
in last, aiid left without fringe. Weave once across on the 
back of the oblong, close to the perforations on each edge. 
Work back over this row of weaving, sewing over and over 
between the strands of warp. 

Unfasten the rings and break away the cardboard. 

Covered Paper Ball. EXERCISE L. 

Crush soft paper and shape a ball in the hands. Wind 
the ball with wool first dividing it into halves, then into 
quarters, then into eighths and lastly into sixteenths. 

Tie the threads together at one end and begin wrapping, 
going around the first strand, over and back around the 
second, over and back around the third strand, etc. Con- 
tinue in this manner until the ball is covered with the wool. 
Tie the ends of old and new threads together*. 

Flat Iron Holder. EXERCISES LI. 

On strawboard, draw an oblong 8 inches long and 6 
inches wide. Along the 6-inch edges, make perforations 34 
of an inch apart. 

String the wool warp on one side of the oblong, going 
back and forth between the corresponding perforations on 
the 6-inch edges. 

103 



Place two steel knitting needles along the 8-inch edges, 
close to the first thread of warp on either side. Tie them 
securely to the straw board. By weaving over the needles 
•each time the work is kept in uniform width. 

Weave back and forth between the 8-inch edges. 

Close to each 6-inch edge weave with a separate thread, 
two rows of weaving, leaving the loose ^nds of the thread 
along the 8-inch edge. 

When the weaving is finished, break away the cardboard, 
remove the needles and draw up the ends of the separate 
threads, tying them in a hard knot. 

EXERCISE LII. 

Doll's Wool Tamoshanter. 

Follow the dictation as given in Exercise XXIV., 
weaving only on one side. After the weaving is finished, 
cut the threads of wool half way between the edge and 
the center on the back of the straw board. 

Remove the weaving. Gather together the ends of the 
thread attached to the center and tie in a tassel. 

The threads on the edge are used to shaps the tam-o'-shan- 
ter. Tie twO' and two together in a hard knot, drawing the 
knots tightly enough to draw under the edge of the tam-o'- 
shanter. Work around the edge again, tying the right 
hand thread of one knot to the left hand thread of the next 
knot. 

Wool Mats. EXERCISE LIII. 

On straw board draw oblongs or squares of desirable 
sizes for mats. Make perforations along two corresponding 
edges, V\ of an inch apart. String the warp on one side of 
the oblong going back and forth between the corresponding 
perforations. 

Weave back and forth, over and under the threads of 
warp until the desired size is attained. 

The ends may be finished by weaving close to the per- 
forations, or the warp may be cut close to the perforations 
and tied into a fringe. 

For weaving circular mats, see Exercise XXI. Roman 
stripes are very effective when woven into mats. 

Simple designs may be woven in the following manner. 

194 



Cut a pattern of the desired desif^n froiii paper. Dy 
occasionally holding the pattern close to the weavini^, the 
worker is enabled tO' work his color into the rig-ht space 
and properly shape his design. 

Weave the solid color in as far as the design and back 
again. 

Weave back and forth in the space covered by the design. 

The weaving must be close and the ends of the threads 
are clipped close to the mat. 




PLATE IX. 



CHAIR CANING. 

Cane is sold at basket factories and is usually designated 
as coarse, medium, fine and fine fine. 

Always moisten before using. 

With a hank of fine cane, one length of medium cane 
for binding purposes, three or four pegs and a chair, we 



195 



are ready to begin the work. When introducing this work 
it is well to begin with the real thing, "the chair." 

If practice is desired before beginning the work on the 
chair, pegs and small square frames of wood with holes bored 
in them may be had at any kindergarten supply house. 
These, however, may be made by the boys in the manual 
training room. Boys will delight in whittling pegs. These 
are used in keeping the cane in place, as will be shown 
later. 

When beginning, secure, if possible, a chair that has a 
square bottom or almost a square. 

On investigation it will be foimd that in most chairs 
there are more holes along the back part of frame than 




along the front. The holes in the extreme back left and 
back right corners are not used when beginnmg to stretch 
the cane, as shown in Exercise XL. 

Find the corresponding holes. Allow the extra ones 
along the front part of frame to connect with those along 
the sides. 

196 



Number as shown in Exercise XL. 

A length of cane, all but about two and one-half inches, 
is drawn up through hole No. i. A peg is forced into No. 
I to hold the cane. (Ex. XL.) The other end is drawn down 
through hole No. 2 and up again through No. 3, straight 
across down No. 4 and up through No. 5, etc. 

Care should be taken to keep the face side of the cane 
upward. 

The cane should not be drawn absolutely taut, for, when 
the finishing row of diagonal weaving is put in it lightens 
the work and if it is already strained the last weaving will 
be difficult. Each time a new length is started a peg is 
used, always allowing enough on the underside to fasten. 

The ends are fastened off on the under side. Each is 
brought two or three times through the next loop, creas- 
ing the cane sharply so it will hold. When this first step 
is completed it has the appearance of warp on a loom. (Ex. 
XLL) 




Second Step. 

The cane is now carried from the right to the left side 
in the same way as from the back to front. (Ex. XLL) 

This covers the frame with a network of squares. 
Third Step. 

The same as first. 

The same holes are used and the cane lies upon the first 
with the cross cane between. It still has the network of 
squares. (Ex. XLL) 

197 




Fourth Step. 

Now begins a process of weaving". The lourth set of 
canes is woven across from right to' left, first under one 
piece extending from froiit to back and then over the other. 
See Ex. XLII. 



Fifth Step. 

It will now be observed that the cane divides itself into 
groups. 

Those from right to left form groups. 

And those from front to back form groups. 

The dia.gonal line of cane goes from the back right corner 
of the seat to the front left corner and pass always over, 
the front tO' back group, and under, the right to left group. 
When putting in the diagonal lines of cane it will often be 
found advisable to have twO' parallel lines begin or end in 
the same hole, especially at the corners. (Ex. XLIII.) 

Sixth Step. 

The next diagonal line of cane and the one that com- 
pletes the seat goes from the back left corner to the front 
right. (Ex. XLIII.) 

198 




Seventh Step. 

When the last diagonal lines have been woven in the work 
is completed by covering the holes with a row of binding. 

This is done by laying the binding flat over the holes. A 
length of the regular weaving cane is pushed up through a 
certain hole to one side of the binding cane and down 
through the same hole to the other side of the binder. 



199 



VEGETABLES DYES. 



When we come to the coloring of baskets or the materials 
of which they are made, we enter another field that has been 
only partially explored. We must form our tastes from 
good models, and nothing better is known to art, than the 
olden hues used in baskets made by the Indian tribes of 
the Southwest. 

A visit to any museum where there is a collection of these 
Indian baskets, will enable one to recognize the soft, rich, 
quiet Indian colors. 

True Indian colors, used in basketry are few in number; 
red, green, black, cream, yellow, brown and occasionally 
blue, but there are many soft gradations of self-coloring — 
soft yellows, browns, greens, that are more harmonious than 
brighter colorings would be. 

It is true that the "Indian dyes may be duller, that they 
do not run through such a lengthy, diverse a.nd brilliant 
chromatic gamut as the white man's dyes, but the Indian 
dyes are permanent and they are so softened by the mellow- 
ing touch of time, as to gain with age an exquisite combina- 
tion of color values, altogether inimitable." 

The Shah of Persia punishes with death, the man who 
brings aniline dyes into his kingdom. 

Vegetable dying is a fascinating part of basketry. When 
one is interested he is lead to make many new discoveries. 

It is surprising, how many beautiful dyes may be found 
in the fruits and blossoms of many plants. 

The faded flowers of the purple iris are full of the purple 
liquid. 

Recipes for Dying Raffia and Rattan. 

A useful mordant for most vegetable dyes, is made from 
three ounces of alum dissolved in one quart of water. Soak 
the raffia, rattan or grass, etc., in the mordant over night 
and drain before putting the material into the dye proper. 
All material must be thoroughly cleaned before dying. 

200 



Blue. 

Indigo is a pure and enduring dark blue, but demands so 
much attention and labor that it is not a favorite with 
amateur dyers. An indigo dye-pot, once started, may be 
used ahiiost indefinitely by adding more dye as the old is 
used. 

Take eight parts of indigo (paste), three and one-half 
parts of bran, and twelve parts of potash or lye, with suffi- 
cient water. Keep this solution at about 95 degrees for a 
week to ferment. If it is slippery it needs more bran and 
lye. Use the latter, one part saturated solution to nine parts 
of water. This bath will have a greenish color, not at all 
like indigo. 

The material to be dyed is placed in the warm dye, 
allowed to remain from one to several hours, according to 
its absorbent capacity, is then hung in the air, in a breeze 
if possible, is again put into the dye and the process repeated 
until desired shade of dark blue is obtained. 

No alum or mordant is used with indigo. Get the indigo 
paste at some dye house. 

Yellow. 

1. Soak raffia or rattan in alum mordant over night. 
Soak fustic chips over night ; in the morning boil for ten 

or fifteen minutes in the same water. Strain. Place the 
material in the strained solution, letting it remain until the 
desired shade is obtained. If the chips are boiled too long 
a dull olive color is obtained. It is for this reason the 
chips are removed after boiling ten or fifteen minutes. 

2. Make a solution with green peach leaves. No mor- 
dant is used. 

3. Make a solution with bark from the white oak tree. 
No mordant is used. 

4. A common weed, in temperate climes growing in 
fence corners, and much abhorred by farmers for is disas- 
trous effects upon stock when it gets mingled with hay, is 
the sneeze-weed. This, as well as many yellow composite 
blossoms will give a pure fadeless yellow, when made into a 
strong tea. Use an afum mordant. 

201 



Scarlet. 

Mordant the material with six parts of stannous chloride 
crystals, to four parts of cream of tartar. Dye with cochi- 
neal which has been boiled and strained, until the desired 
color is obtained. 

Red Orange. 

Cochineal added to the fustic solution for yellow, gives a 
dull red orange. 

Orange from Annatto. 

A bright orange is made from annatto. A short time 
before it is required for use it is dissolved by boiling it with 
a solution of carbonate of soda (washing soda) for twenty 
minutes. Mordant the material with stannous chloride (or 
tin crystals), which dissolve in a small quantity of water, 
and dye. 

A bright red orange is obtained by using broom sedge 
dye first. Drain and dry then color with madder root. 

Bed. 

Wash the material and soak in an alum mordant over 
night. Make a solution with hypernic chips. Boil for ten 
or fifteen minutes the following morning and strain. Place 
the material to be dyed in the strained solution, leaving 
it until the desired shade is obtained. 

Indian Bed. 

A fine Indian red may be obtained by using extract of 
sumac. 

Use an alum mordant. 

Black. 

A good black may be obtained by boiling logwood chips 
in sufficient water to cover them, for fifteen or twenty min- 
utes. Add sufficient water to cover the material to be dyed. 
After boiling fifteen minutes, drop in a few lumps of cop- 
peras. When the desired black is obtained remove the 
material. 

202 



Some times the raffia is soaked in a solution composed of 
fifty parts' of logwood and ten parts of fustic for one-half 
hour. The raffia is then removed and four parts of cop- 
peras added. The material is again returned and allowed 
to remain for fifteen minutes. This gives a good black. 

Purple. 

Soak the material in an alum mordant. Place in an extract 
of logwood, which is obtained by boiling the chips. 

If a bluer purple is desired, add a little ammonia, baking 
soda or baking powder. 

Green. 

To color green use three parts of yellow and eight parts 
of blue. 

Experience will show the worker that many gradations of 
color may be obtained by allowing the material to remain 
a longer or shorter time in the dye-bath. 

Different shades of green may be obtained by changing 
the proportions above mentioned. 

Brown. 

The shucks of the butternut are used in dyeing a beauti- 
ful shade of brown. 

Soak the shucks several days and then boil them for 
about twenty minutes. Strain, add sufficient water to cover 
the material. Remove the material when the desired shade 
is obtained. No mordant is necessary. 

Brown from Walnut. 

Treat the shucks of the walnut the same as those of the 
butternut. 

A very good brown may be obtained from the bark of the 
walnut root. No mordant is necessary. 

Brown from Logwood. 

Cover the logwood chips with water and boil ten or fif- 
teen minutes. Strain, add sufficient water to cover material 
and boil for another twenty minutes. No mordant is neces- 
sary. 

203 



Brown from Hypernic. 

A seal brown may be obtained from the chips of hypernic 
the process being the same as in the use of the log-wood. 
No mordant is necessary. 

Olive. 

To obtain a soft olive, dye first with the brown sedge, 
wash, drain, and then dye in indigo until the desired shade is 
obtained. 

Use an alum mordant. 

Another olive may be obtained by mixing a pale purple 
with green. 

There are many other simple recipes for dyeing but these 
given will be found sufficient for the beginner. Experi- 
menting will teach the d}'er that different material take the 
dye in different times — thus raffia requires only one-half 
the time that must be given to rattan. 

To gain a certain hue, the material must be frequently 
lifted with tw^o sticks and examined. It must be turned over 
and over so all parts may be evenly submerged in the dye. 

All materials must be thoroughly rinsed after being 
removed from the dye and slowly dried in the open air. 

The Indian basketmaker rarely dyed her materials, but 
depended mostly upon using different materials, different 
parts of the same plant, or different methods of prepara- 
tion. 

The Soap-weed or Yucca, which is sO' invaluable to the 
basket maker of California and the Southwest, yields four 
distinct hues, that again merge into each other, forming 
most exquisite transitions of color. There is the ivory white 
of the heart of the plant, running to the dark olive green of 
the outer circle of the mature leaves. The Indian care- 
fully separates these colors when she strips the leaves and 
hangs each color bunch by itself from the rafters of her 
house. Yucca is frequently colored red or brown. Some- 
times plants are bleached to obtain white. 

In some plants the two sides of the leaf will yield different 
colors. 

Using undyed materials, the Amerind produces a black 
effect with the ripe, peeled pods of the martynia, a dark 

204 



brown with the stems of the maiden-hair fern, and a bright 
red with the roots of the Yncca. 

The Indian method of dyeing is as different from ours 
as is her choice of materials. 

Sometimes she buries spruce root and other woody fibres 
in certain mineral springs or mud pools for weeks and 
months, and thus gains a beautiful chocolate color. In 
another tribe a pit is made, the material is smeared with 
charcoal paste, sprinkled with two inches of willow ashes, 
and the whole covered with loose, damp earth, and allowed 
to remain three or four days. Experience has taught the 
Indian that if it is left too long, the lye will eat the fibre 
and render it useless, and if taken out too soon the color 
will be brown instead of the desired glossy black. 

Squaw grass, used by the Klickitas in their exquisite 
basketry is naturally white, but is turned to yellow by being 
soaked a certain length of time in cold water, while a rich 
brown is obtained by using hot water. 

Boiling mud from sulphur springs that abound on some 
of the reservations is used to color splints black. 

Some berries are used for red, and the seed-case of the 
sunflower yields a dark rich purple. 

These Indian methods of dyeing are crude and laborious, 
but the results are exquisitely beautiful and fadeless. So 
long as we seek by means of vegetable and mineral dyes, 
rich, soft and enduring hues, it is perfectly legitimate to 
shorten and simplify the process and to employ any labor- 
saving device. 



205 



TEXTILE WORK IN LINEN. 



One of the most interesting features of the textile work is 
the preparation, so far as possible, of the raw materials for 
weaving. Flax is perhaps one of the most simple illustra- 
tions we have. The fact that it will grow in almost any kind 
of soil and in almost any part of the United States makes 
the various processes necessary for its preparation for the 
spinning-wheel, and finally for the loom, easy problems 
which may be worked out in any grammar school. 

Flax is sown at any time from the first to the middle 
of May, and is harvested about the last of July or the first 




FIGURE XIII. 



of August. After the seed is sown, it requires no care what- 
ever. The plant is from two to three feet it height, with 
small, pointed leaves and blue flowers. A field of it in 
bloom presents a most beautiful appearance. The stems are 
very peculiar, being hollow and covered with fibrous mate- 

206 



rial. Thc'llowcrs grow in clusters at the top of the stalks, 
and, when they fall off, are succeeded by round seed-vessels, 
the size of a pea. When the harvest-time comes, it is not 
cut like wheat and oats, but is pulled. As fast as the stalks 
are pulled, they are made up into sheaves, with all the stalks 
laid parallel and all the root-ends even. It is then left for a 
few days to dry in the sun. The seed is then separated from 
the stem, as illustrated in Fig XIII. 

This apparatus is easily made by the pupils in manual 
training, and consists of only a bench and a comb made of 
quarter-inch iron rods, the ends being ground to a point on 
the emery wheel or grinding stone, and set in a piece of hard 
wood 12" X 2" X i". The comb is held to the bench by 
means of small clamps, or is screwed down. The process of 
removing the seed is rather a particular one, as great care 
must be taken not to injure nor break the upper stems. 

After the seed has been separated from the stalk, the stalks 
are tied up in small bundles and placed in water to soak. 
Care should be taken that it is completely immersed. Stand- 
ing water, a pond or slough, is preferable. It must be re- 
membered that a wagonload of flax is not needed with which 
to experiment. The quantity which it is possible to grow in 
a flower-bed or even a window-box, if properly cared for, 
will answer for experimental purposes. A small amount 
may be soaked in almost any kind of receptacle. The time 
for soaking varies according to tnc temperature of the 
water. Usually three or four days is sufficient in the vicinity 
of Chicago. When the fibers begin to separate from the 
stem, and the woody core of the stalk snaps readily, it should 
be removed from the water. If allowed to remain there too 
long, the fibers as well as the stem rot. This process is 
called retting the flax. After it is removed from the water, 
it is spread upon the grass to dry and bleach. 

The retting process may be carried on without placing 
the flax in water. It is accomplished by spreading the flax 
on the grass, allowing it to remain until the dew and rain 
have done the retting. This method requires a longer time. 
With the inexperienced person the results might be more 
satisfactory if the two methods were combined. Soak in 
water for about two days, and then spread upon the grass, 
allowng the dew and rain to complete the process. 

207 



We are now ready to begin the breaking. Before this 
process is begun, the stalks are thoroughly dried. With 
us the sheaves of flax were placed upon the register. This 
causes them to become very brittle. Before the flax is placed 
in the brake, it is put on a block of wood and thoroughly 
pounded, as shown in the right of Fig. XIV. This really 
begins the breaking. It is then placed in the regular brake, 
as shown in the center of Fig. XIV. This brake is a simple 
piece of apparatus, also made by the boys. We have three 
brakes, of varying sizes, the smallest being made in such 
a way as to break such parts of the woody core as are not 




FIGURE XIV. 

broken by the largest. This breaking is done to get the fibers 
free from the woody cores of the stalk and thus make them 
ready for use. 

After the breaking has been thoroughly done, what re- 
mains is hackled. The hackling consists in passing the flax 
through a series of combs, as represented in the left of Fig. 
XIV. The hackle is not a difficult piece of apparatus to 
make. It consists of wire nails ground into long, sharf 



208 



points. These are driven through a circular or rectangular 
piece of wood, banded with an iron strip, and glued and 
screwed to a support, as shown to the left of Fig. XIV. 
The process of hackling removes many of the pieces of stalk 
not removed by the brake, and it also splits the fibers. Even 
after this process is completed, there are still bits of the stalk 
left. To remove the last of it, the flax is brushed, as is 
shown in Fig. XV. 

The flax is now ready for the distafif, and is spun into 
thread, as shown in Fig. XVI. If linen cloth of the natural 
color is desired, it is woven into cloth at once ; but if the 
white effect is wanted, the thread is sometimes boiled and 
bleached before weaving. O'ftener, however, the thread is 




FIGURE XV. 

woven and the cloth bleached. The quickest w^ay to accom- 
plish this is to use chloride of lime. The part of the thread 
to be used as woof is taken from the spool of the spinning- 
wheel and placed on the bobbins of the shuttles to be used 
in weaving. That part of the thread to be used as warp is 
measured off on a large reel. From the warping-mill it is 



209 



taken to the warp-beam of t^ie loom. The ends of the 
thread are threaded through the harnesses and reed, and 
fastened to the cloth-beam just beneath the harnesses. The 
loom is now ready for the woof. 

This line of work is especially adapted to the sixth grade 
because of its close relation to the history work of that grade 
and the linen industries of Ireland. 




FIGURE XVI. 

WOOL. 

The term wool is applied to the fleece of common sheep, 
such as are found in the mountainous regions of many coun- 
tries, also to the silky covering of the llama and alpaca, and 
the fine hair of the Cashmere goat. The llama and alpaca are 
natives of Peru, and the goat is found in the hilly portions 
of Thibet. 

Sheep raising during the past twenty years has been a 
profitable occupation in the central states. Almost every 
farmer has at least a small flock. Most of the sheep raising 
however, in this country is carried on in the West. 



210 



A few, years ago it was thought very necessary to wash 
sheep before shearing, but now the fleece is usually cut with- 
out first being washed. 

After the fleece has been cut it is washed but not too thor- 
oughly for this would remove all the natural oil and a cer- 
tain amount of this is necessary to make the carding process 
a success. 

After the wool has dried it is carded and made into rolls. 
These rolls are then spun into a single thread as shown m 
Fig. X\^II. The boys in the background are using the 
cards. The threads just spun may be used for weaving pur- 
poses just as they come from the wheel but if used as yarn 
and worsted several threads are twisted. 




FIGURE XVII. 

After the yarn is spun and twisted it is dyed. First the 
oil is washed out of it as this prevents a perfect color. If 
used for weaving purposes it is woven into cloth first and 
then washed and dyed. 

The above refers only to the hand process. If machine 
work is desired see some good cyclopedia. 

211 



BAND OR VENETIAN IRON. 



The band iron work is especially adapted to grades VI. 
and VII. There are, however, many of the more simple 
exercises that may be made of the lighter iron in the IV. 
and V. grades. 

For a complete list of designs send for the Metropolitan 
Handy Series published by the Butterick Publishing Co., 7 
to 17 West 13th street, New York, N. Y. We have used 
these designs and find them the best published. I feel greatly 
indebted to the Butterick Publishing Co. for the work which 
follows. 

At first the work will make the thumb and first finger of 
the left hand a little sensitive but if the periods for work 
are not too long this sensitiveness soon wears away. 

The work is not only adapted to boys but to the girls as 
well. 

It is a practical and educative line of work and very early 
leads to many of the elementary principles of designing. 

The work is desirable because it involves a line of manual 
work that combines the training of the mind, the eye and 
the hand. 

It cultivates the power of observation and encourages 
pupils on to original effort. 

The material is not expensive. 

One set of pliers is sufficient for a building and will cost 
no more than a set of scissors. 

Before beginning the construction of a piece of work 
each child should make his own design and determine from 
it the length of each element which enters into the design 
by carefully placing on it and following the curves closely, a 
piece of string or lead' wire. 

212 



When the length of each element is found, as many pieces 
of iron are cut as the particular element appears in the 
exercise. 

This will be dwelt on at greater length in the exercises 
that follow : 



MATERIAL REQUIRED. 

All material for this work may be purchased of Orr & 
Lockett, 71-73 Randolph street, Chicago. 

1. The iron is sold in coils and is bought by the pound. 
It comes in various widths (yg, }i, ^, etc.) The width 
used depends upon the model to be made. 

2. Binders — Binders are sold by the hundred. It is not 
absolutely necessary that binders be purchased for they are 
easily made. 

3. Pliers — Both the round-nosed and the flat-nosed 
pliers are required. The 6-inch plier is large enough for 
all practical purposes along this line and the cost is no more 
than the cost of a pair of scissors. 

4. Snips — Small tinner's snips are sufficiently heavy for 
this work. 

5. Rivets — Rivets are sold by the thousand. Copper 
tacks answer the same purpose as rivets. Numerous exer- 
cises, very beautiful in every respect may be made without 
the use of rivets. 

6. Punches — The rivets call for the Orr & Lockett Lever 
Punch. An awl is sometimes used when the copper tacks 
are substituted for the rivets. 

7. Hammers — Small riveting hammers are almost in- 
dispensable. 

8. Vises — A small bench vise with the anvil attachment 
is almost a necessity when rivets are used, although to the 
wide awake teacher a substitute for any of the above may 
be found. 

The above is a complete list of materials, but it must be 
remembered that very creditable work may be done with 
only the pliers — iron and binders. 

213 



EXERCISES IN BENDING IRON. 

Before undertaking any definite exercise in ''band iron" 
g-ive drill enough in the use of the pliers to enable pupils to 
make fairly good curves. 

To make a curve take the iron in the left hand close to 
the end to be curved, and with the round-nosed pliers take 
hold of the extreme end of the iron and curve it round 
the tool so as to make a complete circle as in Figure I. 



f^^./ 




By moving the position of the hand and still keeping the 
pliers grasping the loop first formed again turn round 
until a second curve is formed as in Figure II. 



rr 



i 



% 




Following the above exercises we have the curving at 
both ends as shown in Figure III. 




This is called the c curve. 

214 



Following- the c curves we take up the s curve. Take a 
length of iron, curve one end as shown in Figure I. Turn 
your iron round and curve the other end the reverse way, 
and you get the s curve as in Figure IV. 





This may be made with both ends alike as in Figure IV. 
or with one end longer than the other as in Figure V. In 
the construction of this curve care must be taken not to 
make the stem of the curve too straight. 

Before beginning the construction of an exercise the de- 
sired design is drawn on paper, full size. 

This is often difficult to do free hand. 




215 



To aid in getting the proper curves, rectangles, and 
squares are constructed and the curves drawn within them 
as shown in Figure VI. 

In such an exercise we have the sides of the squares or 
rectangles to aid in getting the desired curve. 

JOINING OR CLASPING. 

There are two ways of joining or clasping by means of 
binders. 

I. Take for practice two c's and join them by means 
of a binder. 




To join two c's let the two pieces to be joined slip into 
the binder. Witii the flat-nosed pliers catch the two ends 
of binder and press together enough to hold the binder in 
place. Flatten, first, one side of binder and then the other 
to broad side of pieces to be joined. 

2. When the curves come so closely together that the 
pliers can not be used between them the binder is taken as 
in Fi^r. VIII. 



'te- 



] 



/-> / 



/ 



The parts to be joined are slipped into the binder so that 
the open side of the binder is along the edges of the parts 
to be bound. 



216 



With the flat-nosed pliers nip tightly. The binder now 
extends beyond the edges of the parts to be bound. With 
the pliers nip the ends of the binder together. 

This is not so neat a process as the former but must be 
used. 

It can be so arranged that the rough part of such bind- 
ing will be on the inside of the desired exercise when fin- 
ished. 



TO RIVET TWO PIECES. 

To rivet two light pieces of metal together, proceed as 
follows : 

Punch or bore a hole at the proper point in each piece of 
metal, place the pieces in position, with the holes one above 
the other, and pass a copper tack or rivet through the holes ; 
lay the pieces (if copper tack is used) of metal upon two 
wooden blocks of equal thickness, placed close together, 
with the projecting point of the tack between the blocks ; 
and drive the tack down through the holes until the head 
rests snugly against the upper piece of metal. 

Then with a file or a pair of nippers cut off the point of 
the tack, leaving about an eighth of an inch projecting be- 
yond the under piece of metal ; lay the head of the tack 
upon some hard surface, strike the projecting end sharply 
with the thin side of a riveting hammer until the copper is 
well beaten down about the hole, and neatly round off the 
head thus formed by tapping it with the smooth face of 
the hammer. If a riveting hammer is not obtainable, an 
ordinary hammer may be used, but will not make as present- 
able a rivet. An old flat-iron is very convenient for this 
w^ork, as it may be held bottom upward between the knees, 
and will thus provide a firm resting place for the head of 
the rivet under the short, quick blow^s of the hammer. 

It will often happen that one or both pieces of metal have 
been so bent or are of such a shape that they cannot be 
laid flatly on the iron, and in such a case the rivet may rest 
upon the point of the iron. 

217 



Designs Nos. I. and II. illustrate teapot or flat-iron stands. 




i^. 



-C^i^Ql^^y^^ y^O, / 



.o^-v^ 




'-tCC^^VV 



Design No. III. displays a simple but pretty burnt-match 
holder. The receptacle c is a small glass, and the grille 
work about it forms a sort of cup in which it rests securely. 
Having chosen a small, plain glass or tumbler, form two 
hoops of thin iron strips less than a quarter of an inch in 

218 



width, making one hoop the size of the glass near the top 
and the other to fit it near the bottom ; and to these hoops 
attach the four scroll feet. Bend the feet as pictured, hav- 
ing each measure an inch and five-eighths at the widest 
part of the lower scroll, and three inches and a half in 




height ; fasten the top of each foot to the larger hoop and 
the small middle scroll to' the smaller hoop; and where the 
inner sides of the large scroll come together under the glass 
fit in a small square block of wood, and bind all the scrolls 
securely about it with wire. If it is difificult to fasten the 
hoops and scrolls tightly together with wire or metal bands, 
punch corresponding holes in them where they cross each 
other, insert small copper tacks in the holes, and rivet 
neatly to form strong joints. After the iron has been 
Japolacked the receptacle will be ready for use. 



219 



Design No. IV. illustrates an artistic burnt-match receiver 
that is to be suspended from a gfas-bracket or chandelier. 
And ordinary thin drinking glass is used for the receiver 
and a net-work of scrolls encloses it and provides for its 
suspension. 




ilJUlA.a^^MO.H' 



^JLtU^^v^^o^" 



No directions as to size can be given for the iron work, 
as the diminsions of the scrolls must be determined by the 
size and shape of the glass selected for the receiver. Make 
a band of iron to encircle the glass near the top and a 
hoop of wire to fit it exactly at the bottom ; and between 
these two hoops arrange four complete sides as pictured, 
fastened them to the hoops and to each other. Design No. 
v., gives a pattern for each of the sides. 

Under the glass bend and fasten together four scrolls as 
seen in the complete design, securing their upper ends to the 
lower hoop, and binding their lower parts together where 
they touch with wire or a metal band. 

To the upper hoop rivet three or four loops of iron, and 
run wires from them to the suspension scroll, a pattern 

220 



of which is presented in Figure No. IX. This scroll is made 
of iron not more than an eighth of an inch wide, and the 
suspension wires are made fast in the lower hoop, while 
the upper one is passed over a hook or nail or is attached 
to some small part of the gas fixture. 

Design No. VI. presents another idea for a standard re- 
ceiver, and is somewhat similar in general treatment to the 
one already given, although it is much more elaborate. The 
receptacle shown is a rather tall cider glass, and to it are 




iQjiAx.a^yt' Jh'(o 



fitted three hoops, one near the bottom, another above the 
middle and the third midway between these points. Be- 
tween the upper and middle hoops a snake pattern scroll 
of wire is fastened, the scroll being made according to 
Figure No. X. and between the middle and lower hoops is 
arranged a row of wire scrolls like Figure No. XL, each 
scroll being placed alternately back to back and face to face, 
and bound firmly together with either bands of metal or 
wire. 

Having completed this part of the design, bend four 
scroll sides and fasten them to the three hoops as indicated 
in the engraving. The sides should be about four inches 



221 



and a half high, and when they are in position the width 
across two opposite scrolls at the broadest part near the 
bottom should be about three inches and three-quarters. 
Japolac the iron work, and, if liked, line grill work about 
the glass with colored silk, which will not only improve the 
appearance of the receiver, but will also conceal the un- 
sightly burnt matches which it is to contain. 

Many other pleasing designs may be followed for burnt- 
match receivers. 

Design No. VII. displays a very pretty match-box and will 
doubtless suggest numerous other devices for articles of a 
similar nature. Make a frame work five inches and three- 




40€4X^M7 



quarters high and two inches and three-quarters wide. In- 
side the outer frame secure two scrolls as shown, and an 
inch and an eighth from the bottom, fasten a cross rib, which 
will be on a line with the top of the box proper which is 
made of tin bent in shape. Between the ribs and scrolls 
thus arranged fill in the other scrolls to form the complete 
design, as pictured. 



222 



Next make two scrolls and fasten them together to form 
the bottom of the back plate ; they should look when com- 
pleted like Fig-ure No. XII., and should measure two inches 
and three-quarters across and two inches and a quarter in 
height. Fill in the oblong space between the cross ribs in 
the back plate with a snake pattern made as illustrated at 
Figure No. X. 

A few suggestions will now be given on picture and 
photograph frames, for which an inexhaustible variety of 
designs may be found or devised. 

A photograph frame having many original features is 
shown at Design No. VIII., and is well adapted for a picture 
of cabinet size. Make the rabbet of the frame of such 




dimensions that it will show a portion of the photograph 
three inches and three-quarters wide by five inches and a 
half high — that is the sight opening of the frame must 
be of the dimensions named. 

Make the frame proper of a strip of thin iron three- 
eighths of an inch wide, and in the strip at suitable in- 
tervals cut angle notches, as shown at Figure No. XIII., 
making the notches half through the width of the strip, so 



223 



that the point of each angle will come exactly at the center. 
Then with a pair of flat-nosed pliers bend the strip in the 
form of an oblong, arranging each corner to appear like 
Figure No. XIV. 

Join the ends of the frame at the bottom, allowing a lap 
of an inch or so of the strip, and making the joint by 
punching small holes in the iron with an awl and inserting 
copper tacks as rivets. With two pairs of flat-nosed pliers 
grasp the strip forming the frame, and bend it to form a 
right angle all around, as shown at Figure No. XV., locating 
the edges of each notch so they will arrange a mitre at one 
corner, also as pictured at Figure No. XV. 

Lay this frame on a piece of smooth paper, trace its out- 
line and draw about it the scroll work, making the total 
height from the bottom of the side scrolls to the top of the 
center ornament nine inches and a half, and the width at 
the bottom at the broadest part of the side scrolls seven 
inches, and at about the middle of the frame about five 
inches and three-quarters. 

For the scrolls use iron strips not less than an eighth or 
more than three-sixteenths of an inch wide, and attach 
each scroll to the frame at the point of contact with a 
small copper tack passed through corresponding holes and 
riveted, or else by means of fine wire run through two 
holes at each joint and twisted securely. After the frame 
has been carefully Japolaked and is ready to receive the 
photograph, fit a piece of thin pine board in the rabbet to 
act as a back-board, cut a piece of thin, clear glass the 
same size, and trim ofif the mount so the picture will take 
exactly the proper position. Then put in the glass next 
the picture, and lastly the board, which should be fastened by 
means of thin steel wire nails driven through awl-holes in 
the iron and into the edge of the board. 

If the frame is to be hung upon a wall, a slender steel wire 
nail will be sufficient to sustain it, but if it is to stand upon a 
table, mantel or dresser, a grille support will be necessary 
to give the form of an easel. Figure No. XVI. shows a de- 
sign for a support of this description, which should be made 
of thin iron strips about an eighth of an inch wide. Having 

224 



completed the support secure its upper end with two small 
staples to the backboard of the frame near the top, and 
fasten the ends of a brass or iron chain respectively to the 
lower end of the support and the bottom of the back- 
board, makinc;- the chain of such a leng-th that it will keep 
the support from slipping- too far back. A side view of 
this frame, support and chain is given at Figure No. XVII. 
The long frame pictured at Design No. IX may be used 
crosswise for a group of heads, or may be placed upright for 
a full-length figure. 




The total length of the frame should be nine inches and 
three-quarters, and the total breadth six inches and a half ; 
and the inner frame or rabbet should measure six inches 
and a half in length and three inches and a 'half in breadth, 
with a sight opening measuring six inches by three. This 



225 



design makes a very neat wall frame, and it may be en- 
larged to suit a small etching or colored print. 

While the black finish is very pretty and stylish for every 
kind of iron work it does not follow that all objects, and 
especially all picture frames, should be completed in this 
way. Colors are pleasing and effective, and the enamel 
paints in dififerent light tints that can be purchased in many 
of the shops will be found entirely satisfactory for the pur- 
pose. Light shades of pink, blue, green and tan are par- 
ticularly desirable, and so are white and ivory. When any 
of these delicate tones are to be used, it is a good plan to 
first give the iron two coats of ordinary thin white paint, 
to fully conceal its black surface ; for the enamel paint is 
rather light in body, and a number of coats would be neces- 




^Ji44fy^U0, f. 



sary to properly cover the surface if it was used alone, 
whereas only one or two coats will be needed in addition 
to the ordinary paint. 

Another pretty finish may be produced by gilding or sil- 
vering the scroll work and then applying a thin coat of 
pure spirit varnish to keep it from tarnishing. If the 
iron is to be gilded, it should first be given one or two 
thii: coats of chrome-yellow ; while if it is to be silvered, it 



OOfl 



should ^rst be painted white or Hght pearl-gra}^ These 
colors may be purchased in small tubes at any art store 
and will be found very reasonable in price. 

The paint will not only serve to hide the iron, but will also 
provide a smooth surface for the gold or silver. 

Design No. X is quite elaborate, and while the design 
is really no more intricate than any of the others, more 
time and pains vill obviously be required to follow it sat- 
isfactorilv. 




The central portion of the frame is intended to accom- 
modate a cabinet picture, its outside size being four inches 
and a quarter by five inches and seven-eights and the sight 
opening being a little less than half an inch smaller both 
ways and the frame- at each side, being designed for smaller 
photos, has an outside measurement of two inches and a 
half by three inches and seven-eights. The small frames are 
separated from the larger one bv snake-pattern grilles made 
of iron strips three-eights of an inch wide, and the three are 
surrounded by a rather elaborate grille as illustrated. 

The total length of the completed frame, from outside to 
outside of the scrolls, is twelve inches and three-quarters, 
and the total height nine inches and an eighth. 



227 



Design No. XI. offers a simple but artistic suggestion for 
a circular frame. 

The angle or llange forming the rabbet should measure 
four inches in diameter at the outside, and should leave a 
sight opening three inches and a half in diameter ; and the 
circle formed by the strips of metal outside the snake pat- 
tern (the extreme outer circle of the frame) should be five 




Ja^juupy^MM 




inches and an eighth in diameter. To make a frame of 
the dimensions given, first draw with a pair of pencil com- 
passes on a piece of thin sheet iron a circle four inches in 
diameter, and inside it another three inches and a half in dia- 
meter. Carefully cut along these circular lines, thus pro- 
ducing a circular strip a quarter of an inch wide ; and then 
make another strip of exactly the same shape and size. 
Next cut a strip of iron three-eighths of an inch wide and 
about thirteen inches long, with a pencil draw a 
straight line the entire length of the strip, and 
an eighth of an inch from 'one edge. With the 
shears cut the strip as pictured at Figure No. XVIII., leav- 
ing teeth an eighth of an inch in depth and width at intervals 

228 



of about half an inch. Bend the strip in a true circle four 
inches in (Hameter, and rivet the ends together with a copper 
tack to form a hoop. Then with a pair of princers bend the 
teeth toward the center, as indicated at Figure XIX. Having 
bent all the teeth to be at right angels with the rest of the 
hoop, fit one of the round collars inside the hoop close up 
against the teeth, and place the other in a corresponding 
position on the outside. 

Thus the two collars will have the teeth between them and 
will have the teeth between them and will hold the hoop 
securely. Punch about eight holes through the collars and 
teeth and rivet the three pieces of iron together with copper 
tacks. The result will be a circular right angled rabbet 
of the size desired. 

Lay this frame face downward on a piece of smooth 
paper, mark its outline and draw outside it the scroll pattern 
shown in the design. Then bend the scrolls in iron strips 
measuiing an eighth or three-sixteenths of an inch, and se- 
cure them in position according to the drawing. 




^-64-^^"^ 



229 



A unique oval 'frame is represented at Design No. XII. 
It is constructed like all the others described, with the ex- 
ception of the oval rabbet, which is made in the same man- 
ner as that for the circular frame pictured at Design No. 
XL It will be necessary to cut two ovals collars of iron, each 
five inches and three-eighths one way by three inches and 
seven-eighths the other, measuring at the longest and widest 
parts. An oval hoop as large as the outside measurement 
of the collars must be made, and cut in teeth at one side, as 
described in Design No. XII. When the inner frame is 
completed the outer scrolls must be drawn and bent as il- 
lustrated. The metal band running parallel to the outside 
of the inner frame, with scrolls both inside and outside of it, 
must measure seven inches and a quarter by five inches 
and three-quarters. 

The extreme height of the frame should be ten inches and 
a half and the greatest width seven inches and a quarter. 

The use of bent iron in the construction of practical and 
ornamental boxes is one of the most interesting branches 
of the work, and it is also one of the most comprehensive, as 
the boxes can be made of any size and of almost any shape, 
while the variety of designs that can be employed in bending 
the metal is practically inexhaustible and embraces every 
known style of conventional patterns. Artistic boxes con- 
structed of light iron scrolls are very ornamental upon 
tables, dressers and mantels, where they may be used as 
receptacles for scarfs, cufi^s and collars, handkerchiefs and 
miscellaneous odds and ends. 

The use to which a box is to be put will govern its size, 
and to some extent, its design also. 

An idea for an artistic cuff-box is presented at Design 
No. XIII. It may be made four or five inches square and five 
or six inches deep, and for such a size the scroll-work should 
be done in metal strips about an eighth of an inch wide. 
The frame work may be constructed of a square iron or 
brass rod or of ordinary soft wire of suitable size. 

The design is the same for all four of the sides, and the 
top is like the sides with the exception that it center is 
circular while that of each side is oval. 

230 



To finish the box, first give the scrolls several thin coats 
of japolac, letting- each coat dry perfectly before adding the 
next Then line the box with heavy silk or some other 
good material, sewing it firmly to the scrolls, and secure the 
lid to one side of the box with hinges or with ribbon bows, 
which may match or contrast with the silk used to line. 




iii>JS.^Ca^A^ff. 13 



A collar box of similar design could be made six inches 
square and about three inches deep, with a fining arranged 
as described, and a lid hinged on one side. 

A combination box could be produced by making the two 
sizes together as one box, one side to be used for cuffs and 
the other for collars. In such a case one side of one box 
may be omitted. 



231 



PRIMARY CLAY MODELING. 



For the first two or three years of school, clay modeling 
is one of the most responsive of the plastic arts to the 
impress of a child. 

The fact that the same clay is used several times and not 
always by the same child is one of the principal objections 
to its nse in our public schools. 

There are few schools that do not have somewhere in the 
vicinity of the building a place where clay may be found. 
Often in digging a well or excavating for a building clay 
is the subsoil. If such be the case a quantity may be stored 
away in boxes or barrels and prepared ior use at any time 
desired. (For preparation of clay see "throwing process," 
of making pottery.) 

With a quantity obtained in this way it will not be neces- 
sary to use the same clay but once. 

Through the drawing and painting the child becomes 
familiar with two dimensions — length and breadth. 

By the use of clay the third dimension, ''depth," is felt. 

Clay modeling has more varied uses and wider expressive 
value than might be appreciated by those who have not 
used it. 




FIGURE XVIII. 

Almost any simple object in nature may be shaped in 
clay, — flowers, fruits like the orange, apple, pear, plum, 
grapes, banana, etc., and animal forms. 

Pottery forms will grow out of the history work on prim- 
itive man. Cliff Dwellers, Indians and Eskimo. 

There are two ways of doing the primary work in pottery. 

In the first process a lump of clay of the desired size is 
placed on an inverted plate or disk of wood as either may 
be turned without moving the clay from its original position. 

Press the thumbs into center of lump and continue to 
work with the thumbs inside and the fingers about the outer 

232 



surface.- Water should be freely used, as it aids greatly in 
iob'taining a smooth surface. 

A portion of the clay may be reduced to "slip," as men- 
tioned in the "Mould Process." (This slip may be made by 
placing clay and water in a gallon jar, mixing well with a 
large spoon.) If the form when finished has an uneven sur- 
face and a smoother appearance is desired apply the above 
mentioned "slip" by means of a common paint brush. This 




FIGURE XIX. 

repeated several times, allowing each coat to drv before 
adding another, produces a fairly good piece of pottery. 

In the second process the pottery is built up by means 
of coils. This is what is commonly called the "coil process" 
and was practiced by many Indian tribes. (Fig. XIX.) 

Flatten a piece of clay in the form of a dish. Place on 
an inverted plate or dish of wood and turn edge upward 
by working with thumbs on the inside and the fingers on 
the outer surface. Make a coil by rolling the clay between 
the hands, that will be equal in length to the distance around 



233 



turned edge. Work this coil on the turned edge and con- 
tinue to build up in this way until the desired shape and 
size is obtained. Slip may be used as above mentioned. 
When the pieces of pottery have thoroughly dried they may 
be fired in a kiln or coated with shellac, which usually 
prevents erosion. Firing does not prevent erosion, the shel- 
lac must also be used on the inside. 

The coloring of the lower grades may be done by using 
the water color paints or the colored crayons may be used. 

Place the crayon in water the day before to acquire the 
proper consistency. 

The fiat base required for relief work may be rolled out 
with a small roller cut from a broom stick. 




FIGURE XX. 

Upon this flat base may be placed flowers and leaves. A 
small piece of wire or sharp stick may be used for drafting 
out lines. The color may again be applied with good effect. 
A mold may be easily made from any piece of relief work. 
When the clay product is completed cover entire surface 
with dope. (See casting process of pottery.) Place about 
the sides of the clay product a band of straw board creased 

234 



at the earners to fit the corners of clay slab. (Fig. XX.) 
Allow this to fit as closely as possible. Mix water and 
plaster to the consistency of thick cream and pour in upon 
the relief work to the thickness of from one to two inches. 
Fig. XX. In about twenty minutes this plaster form may 
be removed from original relief work and a mold is obtained. 
See left of Fig. XX. The inner surface of this mold may 
be well doped — the straw board placed about it, and plaster 
of paris poured upon it. This soon frees itself form the 
mold and as a result we have the relief work in plaster. See 
left of Fig. XX. 

If color is desired it must be applied before while the 
form is still moist. If allowed to dry place in water a 
couple of minutes before coloring. 




FIGURE XXI. 

POTTERY-CASTING PROCESS. 

There are few schools in which the three processes of pot- 
tery making are employed. The same wheels used in the 
''throwing process" are used in the casting. 

The accompanying cuts show that the wheel is nothing 
more than an old machine standard fitted up for the pur- 
pose. 

235 



Often wheels are fitted up and attached by means of 
pullies to the shafts of the machinery used in regulating the 
ventilating apparatus of the building. 

This does away with all foot power. 

Almost all art pottery is made by the casting process. 
Fig. XXII. shows a few simple forms made by pupils. When 




FIGURE XXII. 

beginning the work by all means choose simple designs, for 
they are usually the most artistic as well as the most easily 
made. Show the class, if possible, a collection of different 
kinds of pottery. 

If the pottery itself can not be had secure good pictures. 
Many valuable pictures of primitive pottery in color may be 
obtained from the publication of the Ethnological Depart- 
ment of the United States Government. After all the pupils 
have seen a good collection of pottery the first and most 
important step in the lesson for them to do is the making 
of a design on paper, in charcoal, colored crayon or water 
color. 

The following is an outline giving the successive steps 
necessary to make a form. 
I Making a form : 

1. Material 

(a) Plaster of paris. 

(b) Linoleum. 

2. Apparatus 

1. The wheel. 

2. Steel tool. 

236 



First Step — 

On the disk of the wheel already mentioned place, in a 
vertical position, a piece of linoleum rolled into a cylinder 
and tied with a string as illustrated in the ris^ht of Fig. 
XXIII. 




FIGURE XXIII. 

Second Step — 

Place into an earthen jar a certain amount of water. (The 
amount depends on the size of the form desired), and sift 
into it the plaster of paris until it reaches the surface of the 
water. Stir well and add ©ne-third as much water as was 
originally placed in the jar. Pour this mixture into the 
cylinder formed bv the rolling;- of the linoleum, as shown in 
the right of Fig.'XXIII. 

Allow it to remain until the plaster becomes noticerbly 
warm to the hand. The time varies from fifteen to twenty- 
five minutes. 

Remove the linoleum and you have a solid cylinder of 
plaster, as shown in center of Fig. XXIII. 



237 



Third Step — 

The operator now takes his place before the revolvHng 
disk, as shown in center of Fig. XXIII. and resting his 
tool, (a piece of sharp steel attached to a long handle) on 
a bar of iron or wood extending across the front of the 
machine, he cuts into the revolving plaster until he has 
made the shape shown in his design. See left of Fig. XXIV. 
Beginners are usually taught to make a cylindrical shaped 
form or bowl at first, being a trifle larger at the top than the 
bottom. 




FIGURE XXIV. 

Making a Mold. 

The simple form being completed we are now ready to 
make the mold. Dope plays a very important part in the 
making of a mold. 

To make dope take one quarter of a pound of castile soap. 
scrape fine and place in a dish with warm water enough to 
cover. Allow soap to dissolve. When fairly dissolved add 
one-half pint of purified lard oil — mix well. 

Give the completed form, still on the disk, a coat of the 
dope. (See left of Fig. XXIV.) 



238 



Surround the vase form with a cyHnder of hnolcum from 
one to two inches greater than that of the vase form. (See 
center of Fig. XXIV.) Pour plaster of paris into the space 
between the vase form and the cyHnder of Hnolcum to a 
depth of at least one inch greater than the height of the vase 
form. When the mold thus made becomes noticeably warm 
to the hand it may be lifted from the wheel. (See right of 
Fig. XXIV.) The vase form remains and the mold is laid 
away to dry. It will be observed that any surface receiving 
a coat of dope prevents plaster from sticking. The mold 
just completed is called a one piece mold. 




FIGURE XXV. 

If the shape turned upon the wheel has rounded sides the 
mold must be made of two or three pieces, and the manner 
of making such a mold is quite different from that of the 
one piece mold. The linoleum is placed and the plaster 
poured the same as when making a one piece mold. Fig. 
XXIV. 

In making a two piece mold after the shape has been cut 
out, (See left of Fig. XXIII), of plaster it is taken off. 



239 



Usually hammer and chisel are used in cutting it loose from 
the disk. The disk is smoothed and the form inverted as 
shown in the left of Fig. XXV. In placing the inverted form 
care should be taken that it is exactly in the center of the 
disk. A pencil mark is made at the place where the cir- 
cumference is greatest. This is done while the disk is re- 
volving. 

After the form is thoroughly doped a cylinder of linoleum 
is placed around the form as shown in center of Fig. XXV, 
and liquid plaster is poured in to the height shown by the 




FIGURE XXVI. 

pencil mark. When this part of the mold has sufficiently 
dried the upper part is smoothed and a groove is cut into it. 
See right of Fig. XXV. This groove is doped and the 
linoleum is again placed as before and enough plaster is 
poured in to cover that part of the form not covered by 
the first pouring. (See on wheel in left of Fig. XXVI.) 

In about half an hour the entire mold is ready to be re- 
moved from the wheel. The mold parts at the place the 



240 



groove was cut or the place the greatest circumference was 
marked and the form falls out. Sec center of Fig. XXVI. 
After the mold has thoroughly dried as in the one piece it 
is ready for use but cannot be used until the slip is made. 
Making Slip. 

Slip may be made of any kind of clay that will bear fire. 
Allow the clay to thoroughly dry. Break into small piec'"'=i 
and place in a barrel churn with water enough to cover 
well. Allow the clay to soak a short time and then churn 
well for about one half hour after which it is in a condition 
to be strained through a fine sieve. 

If only a small quantity is wanted it might be mixed in a 
common jar with a spoon and strained through cheese cloth. 

The slip is now poured into the mold. The plaster ab- 
sorbes some of the water from the slip and causes the clay 
to cling to the inner surface of the mold thus forming a 
kind of shell. As the water is absorbed the slip lowers in 
the mold. More slip is poured so that the mold is always 
full. The thickness of this inner shell may be seen around 
the opening through which the slip is poured. 

When the desired thickness is obtained the mold Is in- 
verted, care being taken that the parts do not separate, and 
all the surplus slip is poured out leaving nothing but the 
inner crust clinging to the inside surface of the mold. 
In a few days this crust of clay shrinks and draws itself away 
from the inner surface of the mold. If a "one piece mold" 
the clay form drops out when the mold is inverted, if a "two 
piece mold" the upper half of the mold may be lifted off and 
the clay form taken out. 

Pottery, when taken from the molds is still In the rough. 

There is for each machine a finishing head. The piece of 
pottery is placed in this head and while the disk revolves 
a sharp piece of tin is held so that all the rough places are 
removed. A fine quality of sand paper may be used in 
the last touches before going to the kiln. 

The simplest way to decorate a vase Is to fire it plain, 
then pour on a glaze and fire it again. For beginners pre- 
pared glazes are the best. 

Prepared paints, glazes and clays may be obtained from 
Mr. T. J. Webb of the Art Institute, Chicago. 

241 



WHAT MAY BE DONE WITHOUT THE WHEEL. 

Beg-inners are apt to feel that the "casting- process of 
pottery making'* calls for the wheci. 

The wheel is not absolutely necessary. 

Almost any form may be made of a solid mass of clay 
the same as the one turned on the machine. This is espe- 
cially true of the one piece molds. 

From this form a mold may be cast as described in the 
above process. 

In place of the disk use a plaster slab, a common plate or 
even a smooth board. The linoleum and dope are used in 
the same manner as above described. 




FIGURE XXVII. 

POTTERY, ''THROWING PROCESS.*' 

This method of pottery making is perhaps the most inter- 
esting phase of the three processes. 

It is not as difficult as might be supposed by those who 
have never experimented along this line. 

The secret of success lies, *'First," in preparing the clay 
for the wheel, and, "Second," in the centering of the clay 
to be used in making the desired form. 



242 



1. Preparation of Clay. 

The clay is prepared for tliis process of moulding very 
much as it is for the "Primary Clay Moulding." 

When tlie clay is thoroughly saturated with water it is 
taken from the pail or other receptacle and thoroughly 
kneaded on a plaster slab as shown in left of Fig. XXVI I. 
This slab is made by pouring a mixture of plaster of paris 
and water of the consistency of thick cream, onto a cement 
floor or marble slab. 

This soon hardens and is an almost indispensable adjunct. 

If the clay is too wet the plaster of paris slab absorbs 
the surplus moisture. If not wet enough water may be 
added and the kneeding continued until the proper consist- 
ency is obtained. 

The clay is often prepared for use in this process as in 
that of the casting. The clay is reduced to a slip — strained 
through a sieve or coarse cloth and allowed to dry suffi- 
ciently to be kneaded. By following the latter process all 
stones or other hard substances are easily removed. 

2. Centering the Clay. 

The same machine is used in this process as In that of the 
casting. 

By centering Is meant the getting of the clay in the center 
of the revolving disk. 

Across the front of the machine is a bar on which the 
arms of the operator are steadied. (See center of Fig. 
XXVII.) 

The hands are clasped about the lump of clay upon the 
revolving disk (Fig. XXVII) and braced one against the 
other. This forces the clay to a bell shaped mass as shown to 
right of Fig. XXVII. 

To keep the hands free from sticky clay, while the proc- 
ess of centering is going on, a pan of water, in which the 
hands are often rinsed, is placed on the machine a little to 
the right. By this means the clay moves more freely be- 
tween the hands. 

When the clay is truly centered and while the disk still 
revolves place two fingers of the right hand on the top of 
the centered lump of clay. (See left of Fig. XVIIL) This 
flattens it just a little. Force the thumb of the left hand on 
to the flattened surface while the fingers are still there. 



This makes an impression that deepens in proportion to the 
pressure of the thumb and fingers. The revolving form con- 
tinues to move between the thumb and fingers of the left 
hand. Both hands are used in the shaping of the form, 
but the left is always held so as tO' keep the upper edg;e. 
of the form regular. The right of Fig. XXVIII shows com- 
pleted form. 




FIGURE XXVIII. 

Any clay may be used that will bear firing. 

Experiment and practice along this line gives one the abil- 
ity in a very short time to turn out a great variety of forms. 

When handles are desired they must be moulded by hand 
and placed in the desired position while the pottery itself is 
still moist or "green," as it is called by "potters." 

*'Slip" is used when placing the handles very much as glue 
is used in the case of wood. 

When the pieces thus far completed are thoroughly drv 
they are fired. After this firing a glaze is poured over the 
entire form and the piece is again fired. 

For beginners it is well to purchase the prepared glazes. 

Much of the very best pottery, even when fired lor the 
last time, still is not water proof. To' prevent percolation 
coat the inside with shellac. 

To' do othis pour the shellac into the vase and when every 
part of the inner surface has been touched, pour out the 
residue. 

244 



MAKING OF SIMPLE APPARATUS. 



In the exercises which follow an effort has been made to 
give the teacher of the public school an idea of the simple 
pieces of apparatus which may be made by the pupils to illus- 
trate truth in connection with the geography and nature 
work. 

No attempt has been made to give a systematic course in 
wood. 

MAGNET STAND. 



O 




FIGURE I. 

Figure I. represents a standard from which a needle may 
be suspended for the purpose of magnetizing it. This illus- 
trates a way the compass may be made. 

The needle is thrust through a suspended cork and then 
with a common horseshoe magnet it is magnetized. 

This relates directly to the geography. 

It is made of a 3"x3"xi" block with an upright piece 

X? 

245 



5"x 



INSECT CAGE. 




FIGURE II. 

Figure II. represents an insect cage which may be made 
by Fourth or Fifth grade pupils. It is 2'xi'x8" wood taken 
from cracker or soap boxes so often given away by grocers. 

It is made with a shding top and glass front. 

As many partitions are placed in the box as different 
kinds of worms or larvae may be found. 

Earth is placed in the cage to a depth of about three 
inches. As the various worms or larvae are brought in, each 
is placed in its proper place and the name written on a small 
sticker and pasted to the glass. All the larvae found on the 
grape vine are placed in the same compartment, those from 
the box elder in another, etc. 

These are kept for the winter. 

When the change takes place in the spring pupils learn 
to know the moth or butterfly which comes from certain 
larvae. This is a very interesting experiment to pupils in the 
grades. 

246 




FIGURE III. 



INSECT CAGE. 

Figure III. represents a house, 
the frame being made of wood 
and the top and sides of glass. 
This may be made by Seventh 
or Eighth grade pupils and is 
used as aii insect cage much as 
in Exercise II. 



MOUNTING BOARD 

Figure IV. shows one way 
for making an insect mounting 
board. B neath the groove is 
a strip of sheet cork. The body 
of the insect is placed in the 
groove and wings spread and 
pinned to sides. 



247 




FIGURE IV 



INSECT NET. 




FIGURE V. 



Figure V. is an insect net. The hoop is made of a No. 6 
rattan. The handle is a rod 3 feet long and a diameter of 
>14 inch. 

ANT HOUSE. 




FIGURE VI. 

Figure VI. shows a piece of apparatus in which ants may 
be kept the whole }^ear. By such an arrangement the stud}' 
of ants becomes very interesting. 

It is made of a square piece of wood I'xi'xi". Have the 
tinsmith make a mote about this square as shown in draw- 
ing. Strips of glass 8"x^" are cut and placed along the 
four sides. Upon these strips is placed an 8" square of 
glass. The corners are left open as shown in drawing. 



248 



Water is placed in the mote. From some ant hill take a small 
shovelful of ants and earth and place upon the square 
of glass. In a short time the ants will have carried all the 
earth imder the glass which is raised by the strips at least 
three quarters of an inch from the level of the board. Make 
a frame work of wood that will just cover the glass part and 
rest upon the square of wood. Cover this frame with black 
paper. 

While the insects are not being observed keep the cover 
of black paper over the glass. Ants will not go into water 
so will therefore remain under the glass and continue their 
work as in the open ground. For food use sugar, honey and 
a few dead insects, etc. 




FIGURE VII. 

Figure VII. shows an arrangement by which germination 
may be studied to a certain extent without pulling up the 
plants from day to day. 

The apparatus is made of %" lumber. 

It is io"x6"x3". Grooves are cut in the sides and bottom 
into which pieces of glass are slipped. The space between 
the glass sides is not more than one inch. Large beans are 
planted in sawdust. The roots may be seen going down and 
the stem upward without disturbing the plant. When not 
being observed slip a piece of black paper down each side. 



249 



WOOD TESTER. 




FIGURE VIII. 

When studying the different kinds of trees, a test as to the 
strength of the different kinds of woods makes a very inter- 
esting lesson. 

Figure VIII. shows a way by which 
the different woods may be tested. 




FIGURE X. 
250 



While the three classes of levers may be illustrated by 
means of a ruler and triangular prism for a fulcrum it is 
also well to encourage older boys to construct a piece of 
apparatus by which they may illustrate. In the above fig- 
ures the power arm may be moved to and fro by removing 
the peg. 




FIGURE XI. 



In the study of sound Fig. XII. will be of great assist- 
ance. 

The turning pegs may be purchased at any department 
or music store for a small sum. 




FIGURE XII. 

In the upright pieces a and b, a small groove is cut. A 
hat pin is placed into each groove so that the silk threads 
are drawn over them. 

The first string is a single stran of silk, the second is 
two strans of silk twisted, the third three, etc., up to eight. 
By so doing one gets the eight tones. 

251 



SHADOW STICK. 




^ '; — ^ — \ \ \ \ ' 




FIGURE XIII. 

Figure XIII. shows what may be done in the primary 
grades by way of measuring the slant of the sun's rays at 
dififerent seasons of the year. 

The httle piece of apparatus is made of two pieces of 
wood— one I2"x3"x>4", the other 4''x3"x>^". 

A small brace is required to keep the upright piece firm. 

At 12 o'clock noon the shadow stick is placed on a level 
surface, the upright end pointing directly south. 

If the sun's rays were vertical the upright piece would 
cast no shadow. But since the rays do not come to us 
vertically a shadow is cast. 

This shadow increases in length according to the slant 
of the sun's rays. Therefore we have the longest shadow 
in December. 

Figure XIII. represents a stick that has been marked 
from June to December. The same stick will be used from 
December to June. This will give the shortening of the 
shadow. 




FIGURE XIV. 

252 



In Figure XIV. is p^iven a piece of apparatus used in 
giving pupils of the grammar grades an idea of the arc 
described by the sun at different seasons of the year. It 
also makes clear the seeming rising of the sun south of 
east and setting south of west. 

To make the apparatus take a piece of wood 8"x8"x^". 
From center inscribe an 7" circle. Mark circle off into 
360°. At center of circle drive a 2" brad. 

This piece of apparatus is taken out at sunrise and placec' 
on a level north and south line. The brad in center casts 
a shadow which falls as many degrees north of center as 
the sun seems to rise south of east and set south of west. 




FIGURE XV. 

Figure XV. is the companion piece to XIV. and is also 
made of a piece of wood 8"x8"x}^". A circle the same 
size as that in Figure XIV. is drawn from center. 

A quarter circle is made the same size as a quarter of the 
circle just drawn. This quarter circle of wood is glued and 
nailed in the position shown in drawing. This repre- 
sents 90°. 

At noon the skiameter Figure XVI. is used in getting 
the slant of the sun's rays, from a vertical, in degrees. 

From Exercise XIV. we found the number of degrees 
the sun seemed to rise south of east and set south of west. 
By using skiameter the slant at noon was determined. 

By boring a hole through the upright part and in circum- 
ference of circle a wire may be inserted which will give 
the pupils an idea of the arc described by the sun at dif- 
ferent seasons of the year. 

253 



SKIAMETER. 




FIGURE XVI. 



Skiameter is taken from the Greek (skia, shadow, and 
metron, measure.) The instrument has been devised as an 
easy means of measuring the distribution of a given beam 
of sunshine at any slant. This is accompHshed by measur- 
ing the area of the shadow cast by the cross section of the 
stick a, when the latter has the same slant as the sun's rays. 
The apparatus is not difficult to construct and the mode of 
using it will be understood from the explanation which fol- 
lows: 

A, a rectangular box made of J4" wood, lo" long and 3" 
square at ends. Ends not to be closed : b, brass protractor ; 
c, plumb line ; d e, portion of yard or meter stick ; x, bot- 
tom board i8"x4"xi4" ; y, side board i8"x3"xt//' ; p, cop- 
per or tin strip for adjusting (a) ; t, block of wood ; o, com- 
pass ; 1, level ; v, hinge. 

To take an observation of sunshine distribution at noon : 
Place the skiameter at noon on north and south line on a 
level surface, the upright part a, pointing south; adjust a 
until the light passes down the opening w, continue lower- 
ing a until shadow of edge f and f coincide on x in line h 
m., a then has the same slant as the sun's rays ; h m n g 
equals the area covered by a beam of sunlight having the 

254 



same slant and sectional area as a ; measure the edge g m 
by reading distance q r on d e ; find degree of slant of a by 
means of the plumb line c. 

By using the skiameter we may get the slant of the sun's 
rays at different seasons of the year. 

The operator must understand that if the sun's rays came 
to us vertically a would cast no shadow. Since the rays 
come to us slantingly we get that slant by following the 
above directions. 

CONDUCTION STANDARD. 




FIGURE XVII. 

(Before beginning the work on animal coverings it is a 
good plan to give a simple lesson on "conduction" so chil- 
dren may understand the word "conductor." 

To do this a standard like the one shown in the above 
drawing is used. 

It is made of two pieces of wood I2"x4"x^". Corners 
are rounded as shown in cut. One piece is cut to form up- 
right parts. A metal capped tooth powder bottle makes 
a very inexpensive alcohol lamp. A circle of brads is 
placed to one end into which the lamp fits. This is done 
to prevent the lamp from falling off. In one upright part 
there are three slits and in the one next the lamp there 
is but one. 

Three wires, iron, copper, and brass are twisted together 
at one end and placed through the slit next the lamp. 

In the opposite end each wire passes through a slit. Bul- 
lets or small pebbles of equal weight arc attached to these 
wires, (at equal distance from the light), by means of shoe- 



255 



maker's wax. Heat is applied to the twisted end. The up- 
right part prevents the bullets or pebbles from getting any 
heat by radiation. It therefore must be conduction. 

The wire from which the bullet first drops is the best con- 
ductor. 

This should be tried several times before coming to a 
definite conclusion. 

The pupils are now ready to understand what is meant by 
good conductors and poor conductors. 

They »re now ready for the question of why we wear 
wool in the winter and cotton in the summer. 

Why so many animals in the frigid zones are covered 
with fur, those in the temperate zones with hair and many of 
those in the torrid zone with only thick skin. 

EXPANSION STANDARD. 




FIGURE XVIII. 

In connection with the study of heat the above exercise 
makes a good problem in wood. The base is made of wood 
io"xi^"x3". The upright parts are 4" high. A dial is 
drawn on the upright piece to the left. Just above the dial 
and near the top a piece of wood is thrust through 3. y%" 
hole. A slit is cut into this circular piece of wood tO' re- 
ceive a piece of tempered clock or watch spring which may 
be had of .any watch-maker for only the asking. 

A piece of Y^" iron or brass wire is thrust into a hole in 
the upright piece to the right and presses against a screw 
put in from the back. 

The other end is forced against the tempered clock spring 
as shown in drawing. 

Heat is applied by placing the lamp in the center. As 
the v/ire expands the spring moves along the dial. 

256 



TEST TUBE HOLDER. 




FIGURE XIX. 

While performing experiments the test tube holder is 
quite indispensable. 

The above shows a very simple way of making one. 

TRIPOD. 




FIGURE XX. 
257 



The little tripod given in the above exercise is made of 
strips of tin Yi inch in width and riveted together with cop- 
per tacks. 

The above drawing illustrates the apparatus necessary 
in getting the boiling point. 




FIGURE XXI. 



The apparatus given in this exercise is used to show 
that a light color throws oflf more heat than a dark one. 

The standard is made of wood. 

The glass tubing may easily be bent by applying the heat 
of an alcohol lamp. 

258 



,The tin box shown above was made by a tinner. The 
left side is painted white and the right side black. 

The g-lass tube is filled with a colored fluid. Each end is 
thrust through a rubber cork placed in the mouth of a i oz. 
flask. Boiling hot water is poured into the tin receptacle. 

The side painted white throws off heat enough to cause 
the air in the flask to expand enough to cause the colored 
fluid to bubble over on the opposite side. 

This leads to why light clothing is worn in the summer 
and dark in the winter. 

LIFTING PUMP. 




FIGURE XXII 

In connection with atmospheric pressure the lifting and 
force pumps are interesting pieces of apparatus to make. 

A No. g, rubber stopper fits into the bottom of a small 
sized argand lamp chimney, as shown in drawing. 

The rubber stopper has two holes as the same stopper 
may be used to illustrate the force pump. One hole a, is 
plugged with a small piece of glass rod, and into the other 

259 



b, is thrust a short piece of glass tubing, with a piece of 
rubber tubing c, to lead down into the cistern (a Mason 
fruit can). A No. 5 rubber stopper d is used for the 
piston and is wound with soft cotton cord to make it fit 
nicely. 

Small pieces of rubber cloth e and e, or even pieces of an 
old rubber shoe, are used as valves. 

Use small brads to tack valve at one end. A glass rod f , 
is used to move the piston. Waxed thread is wound tightly 
around the rod, just above and below the piston to prevent 
its slipping. A No. 6, rubber stopper g, is put in the top 
of the chimney, and a bent glass tube passes through one of 
the holes to serve as a spout, while the rod which moves 
the piston passes through the other. 

The cork in bottom of chimney rests on a small board j, 
the tubing passes through a hole in this cork into the water. 
The apparatus may be made of a piece of bamboo fishing 
rod. ■ 

FORCE PUMP. 




FIGURE XXIII. 
260 



To make a force pump a, the plug is Femoved from the 
lower stopper of the lifting pump and thrust into the open- 
ing b, of the piston I, under the valve. An air chamber c, 
is made from a one-ounce wide mouthed bottle as shown in 
drawing. Through one hole of its stopper a bent glass tube 
passes, having the outer end nearly closed, for throwing 
jets of water. 

A valve 1, covers the other hole of the stopper upon the 
inside of the bottle, and from this hole a bent glass tube 
passes and connects this air chamber with the lamp chim- 
ney. 

A lesson in the bending of glass tubing is usually a very 
profitable one, for so often tubing of various shapes is 
wanted. 

A simple alcohol lamp is all that is needed. When the 
glass becomes thoroughly heated it may be pulled or bent 
into almost any shape desired. 

BAROMETER. 



FIGURE XXIV. 
261 



■^'-rq A 
■3 iM/iarfrjqsih 



To make a barometer take a board 3"x4"x3^". With 
draw-knife cut the edges or simply give the edges a bevel 
about i" from bottom, make a shelf a. On this shelf place 
a half ounce wide mouthed bottle. Fill the mercury tube 
with mercury. Heat tube over flame of alcohol lamp. This 
forces the air out and makes it easier to drop in the 
mercury. 

A dripper may be made of a piece glass tubing heated 
in center and pull on both ends until the desired thickness 
at center is reached. Thrust this into a bottle containing 
mercury. It soon fills. Place the finger over top. Each 
time the finger is raised a drop of mercury is released from 
opposite end. 

The barometer tube once filled it is inverted, the open 
end being thrust into the bottle on the shelf a. The bot- 
tle being about half full of mercury a piece of silk is tied 
over mouth of bottle. 

A scale may be made from any standard barometer and 
placed on the one just made so the reading is correct. 

PRESS. 




FIGURE XXV. 



A press in the ordinary school room is an almost 
dispensable piece of apparatus. 

It may be made any size, 2'xi'xi" is a good size. 
The screws may be purchased at any department store 



m- 



262 



GAME. 




FIGURE XXVI. 

Games are very much encourag^ed in the school room. 
Much valuable number work may grow out of the games. 

The ring toss board is easily made. The rings are made 
of wire and wrapped with strips of black cloth. 

A value may be placed on each peg and score cards made 
by the pupils. As each one throws the record made should 
be recorded on each score card in its proper place. When 
the game is completed the pupils may find the number of 
points made by each row^ of pupils, find how many more 
points one row has than the other. The average may be 
found, etc. The bean board may be used in much the same 
manner. 

263 



THE HYGROMETER. 

DIRECTIONS FOR THE USE OF THE HYGROMETER. 

The following directions respecting the Hygrometer and 
its use have been taken mainly from Instructions for 
Voluntary Observers, prepared under the directions of 
the Chief of the Weather Bureau, Washington, D. C. The 
construction of the hygrometer is simple, and through its 
use the pupils may collect data from which most interesting 
results regarding atmospheric moisture may be calculated. 

To make a hygrometer, proceed thus : Select two mercu- 
rial thermom.eters which under similar conditions read the 
same. Fasten these, side by side, on a small board to the 
bottom of which (about two and one-half inches below the 
bulbs) is attached a shelf sufficiently large to support a 
wide-mouthed two-ounce bottle. Wrap one of the bulbs 




FIGURE XXVII. 

with clean, thin muslin and allow a bundle of twelve or 
fifteen threads to reach from the muslin envelope down to 
the bottom of the bottle. Fill the bottle with clean water 
and allow the threads to enter through a hole in the cork. 

264 



The water evaporating^ from the muslin cools the blub. The 
dryer the air, at a given temperature, the greater the amount 
of evaporation and the more the bulb is cooled, consequently 
the lower the reading of the wet-bulb thermometer. 

Before taking a reading, cause a brisk current of air to 
pass over both bulbs of the hygrometer, either by fanning 
or whirling. When whirled before making the readings, 
instruments of the most diverse patterns are strictly com- 
parable. 

Directions for finding the dew point: t=6o°, and t'=5o° 
t — t'^io°. Turning to table I follow the left hand column 
(dry thermometer) until you come to 60°. Follow column 
at the top of the page (difiference between dry and wet 
thermometer) towards the right until you come to 10° ; the 
number in the column below this opposite 60° is 40° or 
the dew point for the reading. 

TABLE II.— RELATIVE HUMIDITY. 

In Table 11. are given the relative humidity corresponding 
to the reading of dry and wet-bulb thermometers. The 
relative humidity of the air at any time is the percentage of 
moisture contained in the air as compared with the whole 
amount it is capable of holding for the particular tempera- 
ture at the time. Air containing no moisture is at zero 
relative humidity; when saturated, relative humidity is lOO. 

Table III. gives the weight of vapor contained in the air 
per cubic foot of air when saturated at different tempera- 
tures. 

At a temperature of 40°, for instance, when saturated, the 
weight of vapor contained is 2.849 grains of w^ater. The 
weight of vapor contained in the air at different vapor 
pressures is nearly proportional to the pressures. A close 
observation of the following rules and suggestions will aid 
greatly in getting reasonably accurate results. 

Never take a reading immediately after wetting the bulb. 
If the temperature of the wet bulb does not change, the 
reading may be considered as the correct value. If there 
has been a change to a lower reading continue the alternate 
whirling or fanning and reading until the wet bulb reaches 
its lowest reading or one slightly higher than the one pre- 
vious. The lowest reading is to be recorded. Great care 

265 



should be taken never to allow the muslin to become dry or 
even partly so. 

The temperature should be taken at least 6 feet above 
sod or at any height greater than that. If there is a wind 
blowing the observer should stand to leeward ; if there is 
no wind, in cool weather, it may be necessary to walk about 
while whirling in order to overcome any possible vitiation 
of the reading from the heat of the body. When the sun 
is shining, in the daytime, the temperature should be taken 
in the shade of a small object, high tree, or even umbrella, 
but not in the shade of a wall or large house. The use 
of this instrument when the wet bulb is covered with ice is 
specially satisfactory. 

WATER VAPOR IN AIR. 

The air contains vapor of water transparent and colorless 
like its other__gaseous components. It only becomes visible 
on condensing to fosf or cloud, which is onlv water in a 
fine state of division, the particles varying in diameter from 
0.0006 to 0.0050 of an inch. The amount is very variable 
at different times, even in the vicinity of the ocean, de- 
pending mainly on the temperature of the air On very 
cold days it forms no more than the one-thousandth part of 
the air. On very warm days it may be as great as one- 
fiftieth part. 

The amount of moisture that can exist as vapor in the 
air depends on the temperature. There is a certain pressure 
of vapor corresponding to every temperature which cannot 
be exceeded ; beyond this there is condensation. This tem- 
perature is called the temperature of saturation for the 
pressure. When the temperature of the air diminishes until 
the saturation temperature for the vapor contained is 
reached, any further fall causes a condensation of moisture. 
The temperature at which this occurs at any tim.e is called 
the dew-point temperature of the air at that time. The less 
the quantity of moisture the air contains the lower will be 
the temperature of its dew point. 

The amount of moisture in the air is ascertained indirectly 
by observing the temperature at which dew is deposited, or 
by determining the vapor pressure by means of the differ- 
ence in indication of a dry and wet-bulb thermometer. 

266 





TABLE 1.— Temperature 


) of the dew point, 


in degrees 


Fahrenheit. 




^1 




Difference between the dry and wet thermometers [t 


-n- 




1°.0 


2°.0 


3°.0 


40.0 


5°.0 


6°.0 


7° 


8°.0 


9°.0 


10° 


11° 


1,-:° 


30 


27 


25 


22 


18 


14 


9 


+ 2 


- 6 


-22 








3t 


29 


26 


23 


19 


15 


11 


5 


- 3 


—15 








32 


30 


27 


24 


21 


17 


13 


7 





10 


—33 






33 


31 


28 


25 


22 


18 


14 


9 


+ 3 


- 6 


O.J 






34 


32 


29 


26 


24 


20 


16 


11 


6 


_ 2 


15 






35 


32 


30 


28 


25 


22 


18 


13 


8 


+ 1 


9 


-32 




36 


31 


31 


29 


26 


23 


19 


15 


10 


4 


- 5 


—20 




37 


35 


32 


30 


27 


24 


21 


17 


12 


6 





-14 


52 


38 


36 


33 


31 


28 


26 


22 


19 


14 


9 


+ 2 


- 8 


-29 


39 


37 


34 


32 


29 


27 


24 


20 


16 


11 


5 


- 4 


— 18 


40 


38 


35 


33 


30 


28 


25 


22 


18 


13 


8 





-12 


41 


39 


36 


34 


32 


29 


26 


23 


20 


15 


10 


+ 4 


- 6 


42 


40 


38 


35 


33 


30 


27 


24 


21 


18 


12 


7 


__ '> 


43 


41 


39 


• 36 


34 


31 


29 


26 


23 


19 


14 


9 


+ 2 


44 


42 


40 


37 


35 


32 


30 


27 


24 


20 


16 


12 


6 


45 


43 


41 


39 


36 


33 


31 


28 


25 


22 


18 


13 


8 


46 


44 


42 


40 


37 


35 


32 


30 


27 


24 


20 


16 


11 


47 


45 


4:^ 


41 


3y 


36 


33 


31 


28 


25 


22 


18 


13 


48 


46 


44 


42 


40 


37 


35 


32 


29 


26 


23 


20 


15 


49 


47 


45 


43 


41 


38 


36 


33 


31 


28 


25 


21 


17 


50 


48 


46 


44 


42 


40 


37 


34 


32 


29 


26 


23 


19 


51 


49 


47 


45 


43 


41 


38 


36 


33 


31 


28 


24 


21 


52 


50 


48 


46 


44 


42 


40 


37 


34 


32 


29 


26 


?3 


53 


51 


49 


47 


45 


43 


41 


38 


36 


33 


30 


28 


24 


54 


52 


50 


49 


46 


44 


42 


40 


37 


34 


32 


29 


::6 


55 


53 


52 


50 


48 


46 


43 


41 


39 


36 


33 


30 


S8 


56 


54 


53 


51 


49 


47 


44 


42 


40 


37 


34 


32 


^9 


57 


55 


54 


52 


50 


48 


46 


44 


41 


39 


36 


33 


30 


58 


56 


55 


53 


51 


49 


47 


45 


42 


40 


37 


35 


32 


59 


57 


56 


54 


52 


50 


48 


46 


44 


41 


39 


36 


33 


60 


58 


57 


55 


53 


51 


49 


47 


45 


43 


40 


38 


35 


61 


59 


58 


56 


54 


52 


50 


-18 


46 


44 


42 


39 


36 


62 


60 


59 


57 


55 


53 


52 


50 


48 


45 


43 


41 


38 


63 


61 


60 


58 


56 


55 


53 


51 


49 


47 


44 


42 


39 


64 


62 


61 


59 


57 


56 


54 


52 


50 


48 


46 


43 


41 


65 


63 


62 


60 


59 


57 


55 


53 


51 


49 


47 


45 


42 


66 


64 


63 


61 


60 


58 


56 


54 


52 


50 


48 


46 


44 


67 


66 


64 


62 


61 


59 


57 


55 


54 


52 


50 


47 


45 


68 


67 


65 


63 


62 


60 


58 


57 


55 


53 


51 


49 


46 


69 


68 


66 


64 


63 


61 


59 


58 


56 


54 


52 


50 


48 


70 


69 


67 


66 


64 


62 


61 


59 


57 


55 


53 


51 


49 


71 


70 


68 


67 


65 


63 


62 


60 


58 


56 


55 


53 


51 


72 


71 


69 


68 


66 


64 


63 


61 


59 


58 


56 


54 


5i 


73 


72 


70 


69 


67 


66 


64 


62 


61 


59 


57 


55 


53 


74 


73 


71 


70 


68 


67 


65 


63 


62 


60 


58 


56 


54 


75 


74 


72 


71 


69 


68 


66 


64 


63 


61 


59 


57 


56 


76 


75 


73 


72 


70 


69 


67 


65 


64 


62 


61 


59 


57 


77 


76 


74 


73 


71 


70 


68 


67 


65 


63 


62 


60 


58 


78 


77 


75 


74 


72 


71 


69 


68 


66 


65 


63 


61 


59 


79 


78 


76 


75 


73 


72 


70 


69 


67 


66 


64 


62 


61 


80 


79- 


77 


76 


74 


73 


72 


70 


68 


67 


65 


63 


62 


81 


80 


78 


77 


75 


74 


73 


71 


70 


68 


66 


65 


63 


82 


81 


79 


78 


77 


75 


74 


72 


71 


69 


68 


66 


64 


83 


82 


80 


79 


78 


76 


75 


73 


72 


70 


69 


67 


65 


84 


83 


81 


80 


79 


77 


76 


74 


73 


71 


70 


68 


67 


75 


84 


82 


81 


80 


78 


77 


75 


74 


72 


71 


69 


68 


86 


85 


83 


82 


81 


79 


78 


76 


75 


73 


72 


71 


69 


87 


86 


84 


83 


82 


80 


79 


78 


76 


74 


73 


72 


70 


88 


87 


85 


84 


83 


81 


80 


79 


77 


75 


74 


<3 


71 


89 


88 


. 86 


85 


84 


82 


81 


80 


78 


76 


76 


74 


72 


90 


89 


87 


86 


85 


84 


82 


81 


79 


78 


77 


75 


74 


91 


90 


88 


87 


86 


85 


83 


82 


80 


79 


78 


76 


75 


92 


91 


89 


88 


87 


86 


84 


83 


82 


80 


79 


77 


76 


93 


92 


91 


89 


88 


87 


85 


84 


83 


81 


80 


78 


77 


94 


93 


92 


90 


80 


88 


86 


85 


84 


8-:> 


»i 


80 


78 



TABLE 11. — Relative humidity, per cent. 







Difference between the dry and wet thermometers (/—/') 




1°.0 


2O.0 


30.0 


40.0 


5°.0 


6O.O 


70.0 


8°.G 


9°.0 


10°. 


11°.0 


120.0 


25 


87 


74 


62 


50 


38 


26 


14 


3 










26 


88 


75 


6:^ 


51 


40 


28 


17 


6 










27 


88 


76 


64 


53 


42 


30 


19 


9 










28 


88 


77 


65 


54 


43 


33 


22 


11 


1 








29 


89 


77 


66 


56 


45 


35 


24 


14 


4 








30 


89 


78 


67 


57 


47 


36 


26 


17 


7 








31 


89 


79 


68 


58 


48 


38 


29 


19 


10 








32 


90 


79 


69 


59 


50 


40 


31 


21 


12 


3 






33 


90 


80 


70 


60 


51 


42 


33 


24 


15 


6 






34 


91 


81 


72 


62 


53 


44 


35 


26 


17 


9 






35 


91 


82 


73 


65 


54 


45 


37 


28 


19 


12 


3 




36 


91 


82 


73 


66 


56 


47 


38 


30 


22 


14 


6 




37 


91 


82 


84 


66 


57 


48 


40 


32 


24 


16 


8 


1 


38 


92 


83 


75 


67 


58 


50 


42 


34 


26 


18 


11 


3 


39 


92 


83 


75 


68 


59 


52 


44 


36 


28 _ 


20 


13 


6 


40 


92 


84 


76 


68 


60 


53 


45 


38 


30 


22 


16 


8 


41 


92 


84 


76 


69 


61 


54 


46 


39 


32 


24 


18 


10 


42 


92 


84 


77 


69 


62 


55 


48 


40 


34 


27 


20 


13 


43 


92 


85 


7K 


70 


63 


56 


49 


42 


35 


29 


22 


15 


44 


92 


85 


78 


70 


63 


57 


50 


43 


37 


30 


24 


17 


45 


92 


85 


78 


71 


64 


58 


51 


44 


38 


32 


25 


19 


46 


93 


85 


79 


72 


65 


58 


52 


46 


39 


33 


27 


21 


47 


93 


86 


79 


72 


66 


59 


53 


47 


40 


34 


28 


22 


48 


98 


96 


79 


73 


66 


60 


53 


48 


42 


36 


30 


24 


49 


93 


86 


80 


73 


67 


60 


54 


49 


43 


37 


31 


26 


50 


93 


87 


80 


74 


67 


61 


55 


50 


44 


38 


33 


27 


51 


93 


87 


81 


74 


68 


62 


56 


50 


45 


39 


34 


28 


52 


94 


87 


81 


75 


69 


63 


57 


51 


46 


40 


35 


30 


53 


94 


87 


81 


75 


69 


63 


58 


52 


17 


42 


36 


31 


54 


94 


88 


82 


76 


70 


64 


59 


53 


48 


42 


38 


32 


55 


94 


88 


82 


76 


70 


65 


59 


54 


49 


43 


39 


34 


56 


94 


88 


82 


77 


71 


65 


60 


55 


50 


44 


40 


35 


57 


94 


88 


83 


77 


71 


66 


61 


5ri 


50 


45 


40 


36 


58 


94 


89 


83 


78 


72 


67 


61 


56 


51 


46 


42 


37 


59 


94 


89 


83 


78 


72 


67 


62 


57 


52 


47 


43 


38 


60 


94 


89 


e4 


78 


73 


68 


63 


58 


53 


48 


44 


39 


61 


94 


89 


84 


78 


73 


68 


63 


58 


51 


49 


44 


40 


62 


95 


89 


84 


79 


74 


69 


64 


59 


51 


50 


45 


41 


63 


95 


89 


84 


79 


74 


69 


64 


60 


55 


51 


46 


42 


64 


95 


90 


85 


79 


74 


70 


65 


60 


56 


51 


47 


43 


65 


95 


90 


85 


80 


75 


70 


65 


61 


56 


52 


48 


44 


66 


95 


90 


85 


80 


75 


71 


66 


61 


57 


53 


49 


45 


67 


95 


90 


85 


80 


76 


71 


66 


62 


28 


53 


49 


45 


68 


95 


90 


85 


81 


76 


71 


67 


63 


58 


54 


50 


46 


69 


95 


90 


86 


81 


76 


72 


67 


63 


59 


55 


51 


47 


70 


95 


90 


86 


81 


77 


72 


68 


64 


60 


55 


52 


48 


71 


95 


91 


86 


81 


77 


72 


68 


64 


60 


56 


52 


48 


72 


95 


91 


86 


82 


77 


73 


69 


65 


61 


57 


53 


49 


73 


95 


91 


86 


82 


78 


78 


69 


65 


61 


57 


53 


50 


74 


95 


91 


86 


82 


78 


74 


70 


66 


62 


58 


54 


50 


75 


95 


91 


87 


82 


78 


74 


70 


66 


62 


58 


55 


51 


76 


95 


91 


87 


82 


78 


74 


70 


66 


63 


59 


55 


52 


77 


95 


91 


87 


83 


78 


74 


71 


67 


63 


59 


56 


52 


78 


96 


91 


87 


83 


79 


75 


71 


67 


63 


60 


56 


53 


79 


96 


91 


87 


83 


79 


75 


71 


68 


64 


60 


57 


53 


80 


96 


92 


87 


83 


79 


75 


72 


68 


64 


61 


57 


54 


81 • 


96 


92 


88 


84 


80 


76 


72 


68 


65 


61 


28 


54 


82 


96 


92 


88 


84 


80 


76 


72 


69 


65 


62 


58 


55 , 


83 


96 


92 


88 


84 


80 


76 


73 


69 


66 


62 


59 


55 


84 


96 


92 


88 


84 


80 


77 


73 


69 


66 


63 


59 


56 


85 


96 


92 


88 


84 


80 


77 ■ 


73 


70 


66 


63 


60 


56 


86 


96 


92 


88 


84 


81 


77 


73 


70 


67 


63 


60 


57 


87 


96 


92 


88 


84 


81 


77 


74 


70 


67 


64 


60 


57 


88 


96 


92 


88 


85 


81 


77 


74 


71 


67 


64 


61 


58 


H9 


96 


92 


88 


85 


81 


78 


71 


71 


68 1 


64 


61 


58 



TABLE III.— Grains of water-vapor contained in a cubic foot of air. 







1 


, 


3 


4 


5 


6 


7 


8 


9 


—20 


.219 




















-10 


.356 


.340 


.324 


.309 


.294 


.281 


.267 


.254 


.242 


.231 


- 


.564 


.540 


.516 


.493 


.471 


.150 


.430 


.411 


.391 


.374 


+ 


.564 


.590 


.617 


.645 


.674 


705 


.735 


.767 


.801 


.837 


10 


.873 


.910 


.950 


.991 


1.033 


1.075 


1.122 


1.169 


1.217 


1.268 


20 


1.321 


1.374 


1.430 


1.488 


1.550 


1.611 


1 675 


1.743 


1.812 


1.884 


30 


1.958 


2.034 


2.113 


2.194 


2.279 


2.366 


2.457 


^667 


2.646 


2.746 


40 


2.849 


2.955 


3.064 


3.177 


3.294 


3.414 


3.539 


3.800 


3.936 


50 


4.076 


4.222 


4.372 


4.526 


4 685 


4.849 


5.018 


5.191 


5.371 


5.555 


60 


5.744 


5.941 


6.142 


6.350 


6.563 


6 782 


7.009 


7.241 


7.480 


7 726 


70 


7.980 


8.240 


8.508 


. 8.782 


9.065 


9.356 


9.655 


9.961 


10.277 


10.601 


80 


10.933 


11.275 


11.626 


11.987 


12.356 


12.736 


13.127 


13.576 


13.937 


14.358 


90 


14.791 


15.234 


15.688 


16.155 


16.634 


17.124 


17.626 


18.142 


18.671 


19.212 


100 


19,766 


20.335 


20.917 


21.514 


22.125 


22.751 











The little pamphlet "Voluntary Observers," may be had by writing to the U S. 
Department of Agriculture, Weather Bureau. Large charts may be made and hung 
where all pupils may use it. 



OUTLINE OF CONSTRUCTIVE WORK FOR 
THE FIRST SIX GRADES 

The following outline of constructive work is offered 
as suggest! \'e of illustrative material which may be 
planned and constructed by the child in connection with 
other subjects, under the direction of the teacher. In 
making these he will acquire the power to independently 
work out the problems which he meets in his every-day 
life. 



Paper. 



FIRST GRADE. 



Folding. 



Exercises I, II, III, IV, V, VI, 
VII, VIII, IX, X, XI, XII, XIII, 
XIV, XV, XVI, CXX, CXXI, 
CXXII, CXXIII, CXXIV. 
OXXV, CXX VI, CXXVIi, 
CXXVIII, CXXIX, C X X X , 
CXXXI, CXXXII, CXXXIII, 
CXXXIV, CXXXV, CXXXVI, 
C X X X V I I . C X X X V I I I , 
CXXXIX, CXL, CXLI, CXLII. 

Ruler Work. 

Exercises XVIII, XIX, XX, 
XXI, XXII, XXIII, XXIV, 
CXLIX, XXV, CXLIII, CXLIV, 
CXLV, CXL VI, CXL VI I, 
CXLVIII, CL, CLI, CLII, XXVI, 
CLIII, CLIV, Fig. CLV, Fig. 
CLVI. Exercises XXVII, XXVIII, 
XXIX, CLV, XXX, XXXI, 
CLIII, CLIV, CLV, CLVI, CLVII, 
CLVIII, CXVII. Rectangular 
pieces of wall paper (see Exercise 
CLXXXVII). 

Free Hand Cutting. 
Exercises CCII to CCXXI. 

Basketry. 

Exercises I, V (see Ex. I). VI 
(see V). VII (see V). X, XI, 
LI, LIII. 

Clay Modelling. 



SECOND GRADE. 



Paper. 



Ruler Work. 



Exercises XXXII, XXXIII, 
CLVI, XXXI V,XXXV, XXXVIII, 
XLII, XLIII, XLVI, XLVII, 
XXXVI, XXXVII, XXXIX, XL, 
XLI, XLIV, XLV, XL VII I, 
XLIX, L, LII, LIII, LIV, LV, 
CXLVII, CXLVIII, CXLIX 
C L X X X, L X V II, LXVIII, 
LXXXIII, L X X X V, CXVII. 
Covers tied along back (see Ex. 
CLXXXVII). 

Free Hand Cutting. 
Exercises CCII to CCXXI. 



review Ex. I, 
XIX, XXIII, 



Basketry. 

Exercises VIII ; 
IX, XII, XVII, 
XLIX, L. 

Clay Modeling. 



THIRD GRADE. 

Paper work. 

Exercises LI, LXXXVI. LVI to 
LX, CLXV, CLXVI, CLXI, 
CLXII, CLXIII, CLXVII to 
CLXXIV, LXI to LXVI, LXIX 
to LXXIX, LXXXI, CLXXVII, 
LXXXIV, LXXXVII, XCII, 
XCV, XCVIII, CIV, CV, CVI, 



CVIII, CXI, CXII, CXIII, cxv, 
CXVI, ex VII, (covers joined 
with cambric strips, see Ex. 
CLXXXVII). CLXXXV, CXC, 
CC. 

Basketry. 

Exercise II, (four strand) V, 
(see Ex. II), YI (see Ex. V), VII, 
(see Ex. V), XIII, XIV, XVI, 
XX, XXI, XXXII, LII. 

Clay Modeling. 



FOURTH GRADE. 

Paper work. 

Exercises CLX, C L X X V, 
CLXXVI, CLXXIX, L X X X, 
LXXXVIII, LXXXIX, XC, XCI, 
XCIII, XCIV, XCVI, XCVII, 
XCIX, C, CIX, ex, eXIV (to be 
made for first grade pupils), 
ex VI I ( leatlierette corners, see 

Ex. eLxxxvii). eLxxxii, 
e L X X X I V , e L X X X V I , 
eLxxxvii, exeiii, exeviii. 

Basketry. 

Exercises III (five strand), V 
(see III), VI (see V), VII (see 
V), XV, XXII, XXVI I, XXXI V, 
XXXVIII. XLI, XLII, XLIV. 



Clay Modeling. 



FIFTH GRADE. 
Paper work. 

Exercises ei, eii eiii, evii, 

CXVII (entirely of leatherette, 



see CLXXXVII), CXVIII, CXIX, 

cLxxxi, cxcii, exciv. 

Basketry. 

Exerc'ses IV, V (see IV), VI 
(see V), VII (see V), XVIII, 
XXIV, XXV, XXVI, XXVIII, 
XXXIII, XXXVII, XXXIX, XL, 
XLIII, XLVI. 

Venetian Iron. 
Designs I to VII. 

Clay Modeling. 

Woodwork. 



SIXTH GRADE. 
Paper work. 

Exercises XVII (stiff boards, 
batting padding, wall paper cover- 
ing), CLXXXIII (see Ex. 
CLXXXVII), CLXXXIX, CXCI, 

excv, cxevi, e x c v 1 1 , 
excix, cei. 

Basketry. 

Exercises VII (large hat, see 
Ex. IV), XXIX, XXX, XXXI, 
XXXV, XXXVI, XLV, XLVI I, 
XL VII I, Chair Caning, Textile 

Work in Linen. 

Venetian Iron. 

Designs VIII to XIII. 

Pottery. 

Casting process, Throwing Pro- 
cess. 

Woodwork. 



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